Chelsey Cooley

Seattle, WA


  • NC State
  • Northwestern (grad)

Chelsey always followed her heart when it came to her education. Luckily, her heart led her straight to the perfect background for GMAT and GRE teaching: she has undergraduate degrees in mathematics and history, a master’s degree in linguistics, a 790 on the GMAT, and a perfect 170/170 on the GRE.

She currently lives just outside of Seattle, but she’s also lived in North Carolina, Singapore, Budapest, Chicago, and upstate New York (where she learned the true meaning of ‘winter weather’ while digging her car out of three feet of snow). She’s had some unusual jobs in the past – ask her about the time she made a living by packaging dissection animals – but it’s always come back around to teaching. She’s taught English to international graduate students, semantics to beginning linguists at Northwestern University, and bicycle maintenance to community members in Chicago. Having taught test prep for the first time in 2011, she’s also helped a lot of people overcome their apprehensions about standardized testing and learn to appreciate the underlying logic of the test. She thinks that with the right preparation, taking the GMAT can be a satisfying – and maybe even fun – experience. She doesn’t even mind if you call her a nerd. She was, after all, a proud member of the Math Team.

Chelsey is also an avid runner and cyclist. Once she rode her bike 128 miles through the hills of Wisconsin in one day (if you’re wondering, it took a little under 10 hours – with many stops for food). She also writes short fiction and hopes to publish her first story soon.

What students are saying

“Really positive person. Extremely bright. It was great seeing how she logically thinks through GMAT problems.”

What students are saying

“She engages all students and works at their levels, she is encouraging and patient. She has good knowledge of her material.”

What students are saying

“Explains concepts in an approachable way that is easy to understand; takes time with each student and makes the environment comfortable to share ideas and questions when content is not understood.”