2025–2026

THE ACT TEST

User Handbook for
Educators

[Link]
 ACT endorses the Code of Fair Testing Practices in Education and the Code of
Professional Responsibilities in Educational Measurement, which guide the
conduct of those involved in educational testing. ACT is committed to ensuring
that each of its testing programs upholds the guidelines in each Code. You
may locate copies of these Codes through the following organizations:

• Code of Fair Testing Practices in Education: American Psychological

Association ([Link]
• Code of Professional Responsibilities in Educational Measurement:
National Council on Measurement in Education ([Link]) (https://
[Link]/resources-publications/professional-learning/library)

ACT Online Prep™, Powered by MasteryPrep and ACT On-Campus™ are

trademarks, and ACT®, ACT National Curriculum Survey®, ACT® WorkKeys®
National Career Readiness Certificate®(NCRC®), and PreACT® are registered
trademarks of ACT, Inc.

© 2026 by ACT Education Corp. All rights reserved.  MA00006.CJ22891

Contents
Overview of the ACT Test  1
Transition to the Enhanced ACT  1
Taking the ACT Online  2
Benefits of Online Testing  2
Enhanced Accessibility  2
Test Prep and Testing Alignment  2
Test Day Enhancements  2
No Additional Cost  3
Online Testing Options  3
ACT Gateway  3
Components of the ACT Test  4
Test Scores  4
Multiple-Choice Tests  4
Optional Science Test  4
Optional Writing Test  5
Taking the ACT Writing Test on Paper  6
Taking the ACT Writing Test Online  6
Embedded Field Testing  7
Reporting Categories, Readiness Indicators, and Other Scores  7
Reporting Categories  7
Readiness Indicators  8
Other Scores  8
Measurement Error and Score Ranges  9
ACT College and Career Readiness Standards  9
ACT College Readiness Benchmarks  10
ACT National Curriculum Survey  11
US and State Ranks  11
ACT/SAT Concordance Tables  12
Non-Test Information  13
High School Course/Grade Information  14
Accuracy of High School Course/Grade Information  14

i
 Contents

ACT Interest Inventory  15

Development and Content  15
Reporting Procedures  16
Standard Scores  17
Interest-Major Fit  17
Career Map  18
Work Tasks  18
Career Connector  20
Composite Scores from Multiple Sets of ACT Scores  21
What is the ACT Composite score?  21
What is a Superscore?  21
ACT’s Position on Superscoring  21
What happens to the science score now that it’s not part
of the Composite score?  22
What about the writing test?  22
What are postsecondary institutions using as an ACT
Composite score for students who have multiple sets of
test scores?  22
Why would postsecondary institutions prefer one
approach over another?  22
Which approach does ACT recommend?  23
Should Students take the ACT more than once?  23

Preparing for and Taking the ACT  24

Preparation Options  24
Test Preparation Resources  24
The Official ACT Self-Paced Course, Powered by Kaplan  24
The Official ACT Live Online Classes, Powered by Kaplan  24
The Official ACT Tutoring, Powered by Kaplan  25
The Official ACT Prep Guide  25
The Official ACT Subject Guides  25
ACT Online Prep, Powered by MasteryPrep  25
MyACT  26
Preparing for the ACT Test  26
College and Career Planning  26
Free Resources  26
Registering for the ACT  27
Creating an Online Account  27
Registration Deadlines  27

ii
 Contents

Standby Testing  28
Choosing a Test Date  28
Choosing a Test Option  28
Testing with Accommodations and English Learner Supports  29
English Learner Supports  30
Requesting Accommodations and/or Supports  30
Benefits of Using TAA  31
Special Circumstances  32
ACT On-Campus Testing  32
International Testing  33
College Report Recipients  33
Prebilled Vouchers  33
ACT Fee Waivers  34
Eligibility Requirements  34
Waiver/Deferral of College Admission Application Fee  35
ACT My Answer Key  35
What is ACT My Answer Key?  35
Who is eligible for ACT My Answer Key?  36
When can examinees order ACT My Answer Key?  37
Test Day Requirements  37
Retaking the ACT  37

ACT Reports and Services  39

Confidentiality of ACT Data  39
Reporting to Students Online  39
Reporting to High Schools  40
Reporting to Colleges  41
Misdirected Reports  41
Automatic Reporting of Scores  41
Additional Score Reports  41
Ordering ASRs  42
Score Verification Service  42
Correction of Errors  43
ACT Score Inquiries  43
Student Report  44
A. Student Information  46
B. Student ACT Scores  46
C. US and State Ranks  47
D. Detailed Results  47

iii
 Contents

Content Covered by the English Test  48

Content Covered by the Mathematics Test  49
Content Covered by the Reading Test  51
Content Covered by the Science Test  53
Writing Skills Measured by the Writing Test  54
E. Sending Your Scores  56
F. College and Career Planning  56
G. Interest-Major Fit Level Score  57
H. Progress Toward the ACT National Career Readiness
Certificate  57
I. Student Resources  57
High School Reporting  57
High School Score Label  58
High School Profile Service  58
High School Report  58
A. Student Information  61
B. Student ACT Scores  61
C. Detailed Results  61
D. Student Photo  61
E. Ranking Results  61
F. Progress toward the ACT National Career Readiness
Certificate  62
G. ACT Interest Inventory Scores  62
H. Self-Reported Planned Educational Major and Occupation  62
I. Interest-Major Fit Level Score  62
J. Needs Help With  62
College Reporting  63
The Encoura Platform  63
ACT Score Reports  63
Freshman Class Profile Report  64
Section I—Recruitment/Admissions  64
Section II—Academic/Student Support Services  64
Section III—ACT Test Score Distribution/Course Sequence  64

Uses of ACT Data  66

Confidentiality  66
High School Uses of ACT Data  66
Discussing ACT Results in Educational and Career Counseling  66
Career Planning  67

iv
 Contents

College Planning  67
Using ACT College Readiness Benchmark Scores in
College Planning  68
Information About Colleges  68
College Uses of ACT Data  69
Dissemination of Data to Campus Offices  69
Scores of Older Students  69
ACT Recruit Me  70
Recruitment and Admissions  71
Simplifying the Admissions Process  71
The Admission Decision  71
Course Placement  72
English Course Placement  73
Placement in Other Courses  74
Academic Advising  74
Interest-Major Fit  75
US Ranks  75

References  76

College Admission Application Fee Request for Waiver or

Deferral  78

How to Contact ACT  79

Tables
Table 1. Changes Coming with the Enhanced ACT �������������������������������������������������������������� 1
Table 2. ACT College Readiness Benchmarks ������������������������������������������������������������������������ 11
Table 3. ACT Cutoff Score Guide for Placement in First-Year College Courses ���� 73

Figures
Figure 1. The ACT Interest Inventory scales ��������������������������������������������������������������������������� 16
Figure 2. Basic work tasks ��������������������������������������������������������������������������������������������������������������� 19
Figure 3. Sample ACT Student Report ����������������������������������������������������������������������������������� 44
Figure 4. Student Report detailed results ������������������������������������������������������������������������������ 47
Figure 5. Sample ACT high school score label �������������������������������������������������������������������� 58
Figure 6. Sample ACT High School Report ���������������������������������������������������������������������������� 59

v
Overview of the ACT Test
Each year, millions of high school students use ACT programs and
services to develop postsecondary educational and career plans.
Educators need to know what the test does and how the results can be
used to help their examinees.
This handbook is designed to help high school and college educators,
as well as professionals at the district and state level, as they administer
the ACT® test, advise students, and use ACT test data to make informed
decisions.

Transition to the Enhanced ACT

As part of ACT’s ongoing commitment to improving the testing
experience while maintaining rigorous standards, a redesigned version
of the ACT test—the enhanced ACT—will fully launch for National
testing in September 2025. This updated format streamlines the test
without compromising the core content or the validity of results. State
and District testing programs will continue testing with legacy ACT
until their transition to the enhanced ACT in Spring 2026. The following
table outlines key differences and continuities between legacy ACT
and enhanced ACT, to help educators support students through this
transition.
Table 1. Changes Coming with the Enhanced ACT

What’s Changing What’s Staying the Same How This Helps You
Shorter test—up to 84 Core content and subject It requires less time in
fewer questions and areas remain the same. the test center, resulting
70 fewer minutes in more time back in
your day
More time per The same skills and You can slow down,
question knowledge are assessed. think clearly, and do
your best.
Math section with Other sections already had It keeps things
4 answer choices 4 choices. consistent and reduces
instead of 5 fatigue.

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 Overview of the ACT Test

What’s Changing What’s Staying the Same How This Helps You
Optional science and Colleges still receive a You can choose what
writing sections Composite ACT score. to take based on your
goals and strengths.
Test Format Both paper and online test Choose the test format
are still offered. that works best for your
strengths.
Superscoring Superscoring is still You can build your best
supported. ACT score scale composite over multiple
(1–36) and benchmarks tests.
remain unchanged.

For additional information about the enhanced ACT, please visit the ACT
website ([Link]
act/test-changes/[Link]).

Taking the ACT Online

ACT offers an online testing option at select National testing centers—
and under certain State and District contracts—nationwide. While the
paper ACT now offers a classic format well known to all, online testing
gives examinees a modern, screen-and-keyboard testing experience.
ACT wants to ensure examinees have options when it comes to their
preferred test format.

Benefits of Online Testing

Enhanced Accessibility
An online option allows ACT to provide additional accessibility features,
including support for screen reader users, text-to-speech functionality,
zoom, and answer masking for students approved for these
accommodations. To learn more about testing accommodations, please
review ACT accommodations policies at the ACT Test Accommodations
and English Learner Supports page on the ACT website ([Link]
[Link]/content/act/en/products-and-services/the-act/registration/
[Link]).

Test Prep and Testing Alignment

Many ACT test prep options (e.g., free practice exams) offer online testing
components, so sitting down with a computer at a test center on test day
will feel similar to how the examinee may have prepared at home.

Test Day Enhancements

Students experience seamless pacing, improved efficiency, and
streamlined essay writing with online testing.

2
 Overview of the ACT Test

No Additional Cost
Whether an examinee tests online or uses the paper version, the cost
is the same. Students who also qualify for a fee waiver for paper-based
testing will qualify for, and be able to use, the same fee waiver for the
online format.

Online Testing Options

When registering for National and Special ACT testing, examinees can
search for test centers that are offering the online ACT test. They may
then choose between using a test center provided device or bringing
their own device (BYOD).
If examinees registered for test center provided device online testing
(i.e., non-BYOD), then sites will be responsible for providing and
preparing all devices for examinees on test day.
If an examinee is registered for the BYOD option, test centers are not
required to provide back-ups on test day, and showing up without a
device will result in examinees being unable to test.
National and Special online testing options require the use of ACT
Gateway.

ACT Gateway
ACT Gateway is the secure testing application used to take the online
test. The application supports BYOD and non-BYOD options. The BYOD
option might be a personal or school-managed computer:
z Personal Computer. A personal computer is a Windows or
Macbook that an examinee owns or has exclusive use of. Personal
Chromebooks are not supported. Examinees should have the ability
to manage and install applications on their personal laptop.
z School Managed Computer. A school-managed computer is a
computer provided by a school for students or staff to use. These
computers are typically managed by the school’s IT department,
which controls software installation, network access, and other
settings.

For more information about ACT Gateway, supported computers, and

completing device readiness tasks prior to test day, please visit the ACT
Gateway Resources for Students page on the ACT website ([Link]
[Link]/content/act/en/products-and-services/the-act/test-changes/
[Link]).
Note: The online ACT is not available as a remote exam and must be
administered at an ACT test center. If accommodations are needed
for an alternate location (e.g., hospital, etc.), please review ACT
accommodations policies (linked above).

3
 Overview of the ACT Test

Components of the ACT Test

The ACT test is made up of multiple-choice tests in English,
mathematics, reading, and science, and an always-optional 40-minute
writing test. With the introduction of enhanced ACT, the science test is
optional for those participating in enhanced testing, but is still required
for those participating in legacy ACT testing. The ACT tests are based
on the major areas of high school and post­secondary instructional
programs. An examinee’s performance on the tests has a direct
relationship to their educational achievement. The meaning of that
performance, as indicated by test scores, reporting categories, and skill
statements based on the ACT College and Career Readiness Standards
([Link]/standard), can be readily understood and interpreted by
educators and examinees.

Test Scores
Multiple-Choice Tests
For each of the multiple-choice tests, the raw score is the number of
correct responses. Raw scores are converted to scale scores through
equating procedures to ensure that scores reported across test forms
have consistent meaning (i.e., a scale score of 21 on Form A has the
same relative meaning as a scale score of 21 on Form B). Scale scores
range from 1 (low) to 36 (high) for each of the multiple-choice tests and
the Composite score. The legacy ACT Composite is the average of the
English, mathematics, reading, and science multiple-choice test scores,
rounded to the nearest integer, whereas the enhanced ACT Composite
is the average of the three required multiple-choice test scores (English,
mathematics, and reading) rounded to the nearest integer.
For more information about National testing after September 2025 or
Spring 2026 State and District Testing (i.e., enhanced ACT testing), refer
to the Preparing for the ACT 2025–2026 guide ([Link]
content/dam/act/secured/documents/[Link]).
For more information about State and District testing prior to Spring
2026 (i.e., legacy ACT testing), refer to the Fall 2025 Preparing for the
ACT guide provided by the school.

Optional Science Test

As previously stated, the science test is required for legacy ACT testing,
but is optional when testing with the enhanced ACT test.
The ACT science test measures examinees’ interpretation, analysis,
evaluation, reasoning, and problem-solving skills required in the natural
sciences. Although now optional for enhanced ACT examinees, the
4
 Overview of the ACT Test

science test remains a valuable component for students pursuing

science, technology, engineering, and mathematics (STEM) pathways or
seeking to demonstrate scientific literacy.
The multiple-choice test presents scientific information in the
form of data representations, research summaries, and conflicting
viewpoints. Examinees are asked to interpret data, evaluate models and
experimental results, and understand scientific investigations.
There are three primary reporting categories for the science test:
z Interpretation of Data
z Scientific Investigation
z Evaluation of Models, Inferences, and Experimental Results

If an examinee does not take the science test, the absence of a science
test score has no effect on the test section scores or the Composite
score. However, without a science test score, no STEM score will be
reported.
Note: If an examinee chooses to take the ACT science test, it must
be taken during the same test administration as the other multiple-
choice sections.
More information about the enhanced ACT and the optional science
test can be found on the ACT website ([Link]
en/products-and-services/the-act/test-changes/[Link]).

Optional Writing Test

The ACT writing test measures examinees’ writing skills—specifically,
those writing skills emphasized in high school English classes and
entry-level college composition courses.
The test describes an issue and provides three different perspectives
on that issue. Examinees are asked to read and consider the issue and
perspectives, state their own perspective on the issue, and analyze
the relationship between their perspective and at least one other
perspective on the issue.
Examinees will receive a total of five scores for this test: a single subject-
level writing score and four domain scores based on an analytic scoring
rubric. The four domain scores are:
z Ideas and Analysis
z Development and Support
z Organization
z Language Use and Conventions

5
 Overview of the ACT Test

Each domain has a score range of 2–12. ACT reports the overall writing
score on a 2–12 score range, with 12 being the highest possible score.
The overall writing score is the rounded average of the four domain
scores.
Examinee responses to the writing section are scored in a digital
scoring platform, allowing for distributed scoring. Raters are trained and
qualified online, and their work is monitored on an ongoing basis using
the platform’s reporting and quality assurance capabilities.

Taking the ACT Writing Test on Paper

Two trained readers will score your essay on a scale of 1-6 in each of the
four writing domains. Each domain score represents the sum of the two
readers’ scores. If the readers’ ratings disagree by more than one point,
a third reader will evaluate the essay and resolve the discrepancy.
Various performance scoring processes and procedures are used for
scoring the ACT writing section, such as range-finding, rater training
and qualification, and rater monitoring. A scoring team composed of
raters, scoring supervisors, scoring directors, and content specialists is
responsible for these tasks.
Raters provide essays with ratings from 1 (low) to 6 (high) in each of the
four domains. The sum of the examinee’s two ratings is the score for
that domain. If the eaxminee’s ratings vary by more than one point, a
third reader evaluates the essay and resolves the discrepancy.

Taking the ACT Writing Test Online

Essays are reviewed by an automated scoring engine. The engine has
been trained by reference to tens of thousands of human-scored essays
to ensure alignment to the ACT Writing Rubric.
z If the engine is able to assign a “high confidence” rating to your
essay, it will provide a single 2-12 score for each of the writing
domains. A high confidence score is one which matches criteria for
a specific writing domain based on verified examples previously
reviewed by CRASE.
z If the engine cannot assign a “high confidence” rating, your essay is
sent for human review.

Additionally, a randomly selected sample of all essays –including those

rated as “high confidence”– are automatically routed for human review
as part of ongoing quality assurance processes.
Note: Currently, State and District contracts and International ACT
tests continue to use one reader paired with CRASE when scoring the
writing test taken online.
If an examinee does not take the writing test, the absence of a writing
test score has no effect on the test section scores or the Composite
6
 Overview of the ACT Test

score. However, without a writing test score no English Language Arts

(ELA) score will be reported.
Note: If an examinee chooses to take the ACT writing test, that
examinee must take the multiple-choice tests and the writing test in
the same test administration.
More information about writing scores, the domain scores, and the
scoring rubric for each domain is available on the Understanding ACT
Writing Test Scores page on the ACT website ([Link]
content/act/en/products-and-services/the-act/scores/writing-test-
[Link]).

Embedded Field Testing

In the past, ACT National testing used the Fifth Test to assess questions
and ensure that students are able to understand and answer those
questions. With the enhanced ACT, there will no longer be a Fifth Test
for National testing. Instead, the enhanced ACT adopts an embedded
field-testing model. Field-test questions are regular, high-quality
questions that ACT is considering for future tests to count as part of a
student’s score.
Field testing is a critical part of ALL high-stakes testing, as it allows
ACT to ensure that the questions perform as expected and perform
well in all demographic subgroups. Field-test questions do not count
toward a student’s score. Students will NOT know which questions are
field-test questions on test day; the questions will be integrated into
the operational questions and will NOT be located in the same spots
each time. For passage-based sections, one of the passages and the
associated questions will be field tested.

Reporting Categories, Readiness

Indicators, and Other Scores
Score reports include scores and indicators designed to show
performance and preparedness in areas important to success after high
school.

Reporting Categories
To provide learners with the most useful information, the score reports
incorporate a comprehensive set of reporting categories for each test
section.
These categories make it easier for examinees, parents/guardians, and
educators to gain deeper insight into examinee performance, thereby

7
 Overview of the ACT Test

improving understanding of strengths and areas for improvement in

each subject. Reporting categories provide examinees with detailed
information about topics and skill areas found within each subject.
On all score reports, each reporting category includes the total number
of points possible, the total number of points an examinee achieved,
and the percentage of points achieved. ACT reporting categories are
aligned with ACT College and Career Readiness Standards as well as
other standards that target college and career readiness.

Readiness Indicators
On Student and High School Score Reports, each reporting category
also indicates the ACT Readiness Range, which allows examinees to
compare their performance on each reporting category to examinees
who met the ACT College Readiness Benchmark for the corresponding
subject. The lowest number in the range is the expected percentage of
points that would be achieved by an examinee whose score equals the
ACT College Readiness Benchmark on that subject test. The maximum
value of the range corresponds to answering all questions in that
reporting category correctly.
The combination of reporting category scores and the ACT Readiness
Ranges provides educators and examinees with information to more
clearly show which areas require the most attention for additional
learning and intervention.

Other Scores
The ELA score is a rounded average of the English, reading, and writing
test scale scores and represents a measure of the examinee’s overall
literacy skills. The ELA score is reported on a scale of 1–36. To calculate
the ELA score, the examinee’s writing raw score (8–48) is converted
to a 1–36 scale. This 1–36 writing scale score is used only for ELA score
calculation.
The STEM score is a rounded average of the mathematics and science
scale scores and represents examinees’ overall performance in these
test sections. As the only national college admission exam to measure
science skills, the ACT is in a unique position to inform examinees about
their STEM skill strengths. The STEM score is reported on a scale of 1–36.
The Progress Toward the ACT® WorkKeys® National Career Readiness
Certificate™ indicator estimates the ACT National Career Readiness
Certificate (NCRC®) level that examinees with a given ACT Composite
score are likely to obtain. The NCRC is an assessment-based credential
that documents foundational work skills important for job success
across industries and occupations. The Progress Toward Career
Readiness indicator was updated in 2025. It is reported as Bronze (ACT
8
 Overview of the ACT Test

Composite scores of 13–15), Silver (16–20), Gold (21–26), or Platinum (27–

36). An examinee with an ACT Composite score below 13 is predicted to
not qualify for an NCRC.
More information about the NCRC updates for the 2025–2026 testing
year can be found in the Fall 2025 Updates to the ACT® Progress Toward
Career Readiness Indicator ([Link]
unsecured/documents/Fall-2025-Updates-ACT-Progress-Toward-Career-
[Link]).

Measurement Error and Score Ranges

A test score estimates an examinee’s true educational development
based on the available information—correct and incorrect responses to
test questions. To reflect imprecision in test scores, ACT score reports
display a score range extending one standard error of measurement
below and above the achieved score—or about 1 point for the
Composite and writing scores, and 2 points for STEM, ELA, and other
test scores.
More information about interpreting the scores can be found on the
ACT Test Scores page on the ACT website ([Link]/the-act/scores).

ACT College and Career Readiness

Standards
What do the scores on the ACT really mean? That is, when an examinee
achieves a certain score on the ACT, what does the score indicate
about what that examinee is likely to know and to be able to do? To
respond to these questions, ACT developed the ACT College and Career
Readiness Standards.
The ACT College and Career Readiness Standards are intended to help
you understand the meaning of the scores earned on PreACT® and
the ACT.
These standards can help you:
z Communicate widely shared learning goals and educational
expectations
z Relate the test scores to the types of skills needed for success in high
school and beyond
z Understand the increasing complexity of skills across the score
ranges in English, mathematics, reading, and science

The ACT College and Career Readiness Standards are complemented by

suggested learning experiences for examinees to further develop their
knowledge and skills and directly link what they have learned to what
they are ready to learn next. The suggested learning experiences, in turn,
9
 Overview of the ACT Test

provide links between the standards in one score range and those in
the next higher score range. The ideas for progressing to the next score
range demonstrate ways that information from standardized test results
can be used to improve instruction in high school classes.
The ACT College and Career Readiness Standards are also linked to
college instruction. More than 40 years of research has shown that
performance on the ACT is directly related to first-year college grade
point average.
The ACT College and Career Readiness Standards are available on the
ACT College and Career Readiness Standards page on the ACT website
([Link]/standard).

ACT College Readiness Benchmarks

The ACT College Readiness Benchmarks are scores on the ACT test
sections that represent the level of achievement required for examinees
to have a 50% chance of obtaining a B or higher and about a 75%
chance of obtaining a C or higher in corresponding credit-bearing,
first-year college courses. Based on a sample of 214 institutions and
more than 230,000 examinees, the benchmarks are weighted median
ACT scores associated with success at these institutions and as such
represent a typical set of expectations.
Benchmarks for the ACT STEM and ELA scores were developed
using the same methodology as the single-test section ACT College
Readiness Benchmarks. The resulting ELA benchmark score of 20 was
the median value across 233 institutions, which included more than
198,000 examinees. The resulting STEM benchmark score of 26 was the
median value across nearly 80 institutions, which included more than
84,000 examinees. The STEM benchmark is predictive of readiness for
students majoring in STEM disciplines taking first-year college courses.
Table 2 (below) outlines what college courses were assessed to
determine each of the ACT College Readiness Benchmarks.

10
 Overview of the ACT Test

Table 2. ACT College Readiness Benchmarks

ACT College
ACT Score College Courses Readiness Benchmark
English English Composition I 18

Mathematics College Algebra 22

American History, Other History,
Reading Psychology, Sociology, Political Science, 22
Economics
Science Biology 23
Calculus, Chemistry, Biology, Physics,
STEM Engineering
26

English Composition I, American

ELA History, Other History, Psychology, 20
Sociology, Political Science, Economics

ACT National Curriculum Survey

The ACT National Curriculum Survey® is a nationwide survey of
educational practices and expectations conducted every three to five
years by ACT. The survey collects data about what entering college
students should know and be able to do to be ready for college-level
coursework in English, mathematics, reading, science, and writing.
The results of the survey are used to inform ongoing efforts to
develop, refine, and update academic standards as well as to inform
policymakers and educators.
The results are also used to help guide development of ACT
assessments to ensure that they measure the requirements of college
and career readiness.
The current study results are based on a national sample of
approximately 10,000 participants, including middle school/junior high
school teachers, high school teachers, and college instructors in English,
writing, mathematics, reading, and science. More information can be
found on the ACT National Curriculum Survey page of the ACT website
([Link]
[Link]).

US and State Ranks

US and state ranks reported in score reports are based upon the most
recent scores of high school students who graduated during the
previous three years and tested in grades 10, 11, or 12.
The US and state ranks indicate the percentage of students who
scored at or below a given score. For example, the national rank for a

11
 Overview of the ACT Test

Composite score of 22 is 72. This means that 72 percent of recent high

school graduates who took the ACT achieved a Composite score of 22 or
lower. Similarly, the national rank for a STEM score of 26 is 88. Thus, 88
percent of recent high school graduates who took the ACT achieved a
STEM score of 26 or lower.

The most recent National ranks based on ACT-tested graduates

from the last three years are available at the ACT Test Scores page
on the ACT website ([Link]/the-act/scores).

An examinee’s standing on different tests should be compared using

norms rather than scale scores. The scale scores were not constructed
to ensure that, for example, a 16 on an English test is comparable to a
16 on a mathematics, reading, or science test. In contrast, the examinee
ranks on different tests indicate standings relative to the same
comparison group (i.e., the norm group). The ranks can be used for
making relative comparisons among examinee performance levels on
different subjects.
Additional information about the scale scores and their technical
characteristics can be found in The ACT Technical Manual (https://
[Link]/content/act/en/research/reports/technical-manuals-and-
[Link]).

ACT/SAT Concordance Tables

ACT and the College Board released the 2018 ACT/SAT Concordance
Tables in June 2018. The tables allow users to compare scores from the
ACT and the SAT. Some institutions also use the tables to convert scores
for use in a predictive model or index.
The two tests measure similar—but not identical—content and skills,
and they employ different score scales:
z The ACT Composite score is reported on a scale of 1 to 36.
z The SAT Total score ranges from 400 to 1600.

The 2018 ACT/SAT Concordance Tables are the only official concordance
tables and should be used as the sole source of reference when
comparing scores on the two tests.
For more information, visit the ACT/SAT Concordance page on the ACT
website ([Link]/concordance).

12
 Overview of the ACT Test

Non-Test Information
Examinees are asked to respond to the non-test components of the
ACT before they take the test. The MyACT profile components include:
z Demographic Information—age, race/ethnicity, gender, language,
and parent/guardian education level
z ACT Recruit Me—option for students to connect with colleges,
scholarship agencies, and other educational opportunities
z Your ACT High School Resume—characteristics of an examinee’s
high school, examinee’s class rank, GPA, and program of study
z Your High School Courses & Grades—high school course-taking and
performance (see below for additional information)
z College Plans—housing and enrollment plans, plans to apply for
financial aid, work plans, rank-order importance of institutional
preferences, needs for academic or career planning, major and
occupation choice, certainty of choice, highest education expected
z Extracurriculars—high school participation in and college plans to
participate in each of 14 kinds of activities
z ACT Interest Inventory—preferences for everyday activities (see
below for additional information)

The full summary of this data can be found on the MyACT Profile page
on the ACT website ([Link]). The MyACT profile is
designed to help examinees think about their future education and
career and to help colleges in their planning.
All of the MyACT profile questions are optional unless noted. It is
important for examinees to provide accurate information, if they choose
to respond, because it will be used in various ways. For example, a
college may use some of their ACT information as their application for
admission, and scholarship programs may use their answers to certain
questions to consider them for an award. Information that they choose
to provide might become part of their basic record at a college.
Although examinees may skip any optional question that they do not
wish to answer, these can provide colleges and scholarship programs
with a more complete profile when they answer more questions and
provide updates to ACT. ACT strongly encourages examinees and their
parents/guardians to carefully review the ACT Privacy Policy (https://
[Link]/content/act/en/[Link]) to understand how ACT
collects, uses, and discloses personally identifying information.
Note: Some ACT State and District contracts prohibit the collection
of some or all of the student information described in this section.
As such, there are certain State and District contracts wherein it is
optional for students to create a MyACT account.

13
 Overview of the ACT Test

High School Course/Grade Information

A common finding in education is that high school grades are
predictive of college grades and that test scores and high school grades
combined are a better predictor of college grades than either one
alone.
The High School Course/Grade Information section asks examinees
about the courses they completed or plan to take in high school and
the grades they received. The 30 courses listed represent six major
curricular areas: English, mathematics, natural sciences, social studies,
languages, and arts. The courses include those that customarily form
the basis of a college preparatory curriculum and are frequently
required for college admission.
Results furnished to colleges provide preliminary data for use in
admissions, course placement, and academic advising. The information
also may assist college officials in addressing federal and state
requirements regarding the high school coursework of prospective or
admitted first-year students.
Tables summarizing the relationship between examinees’ curricular
preparation and ACT scores are included in the ACT Profile Report
([Link]
[Link]). Counselors and administrators can examine the
relationship between ACT scores and the curricular background and
plans of their students.

Accuracy of High School Course/Grade Information

According to ACT research, examinees report data on the High School
Course/Grade Information section with a high degree of accuracy. In a
study based on over 15,000 examinees from a 2009 Midwestern high
school graduating class, the evidence showed that examinees’ self-
reported information was an accurate representation of their high
school experience. About 94% of examinees accurately reported their
coursework. The correlation between self-reported and transcript
course grades was 0.66 with 96% of self-reported grades within a single
letter grade of their transcript grade. High school grade point average
(HSGPA) computed from self-reported course grades was highly
correlated with transcript grade point average (r = 0.83). The accuracy of
coursework and grades differed little by gender, race/ethnicity, or low-
income status.
Based on our findings, coursework taken and overall high school
GPA provided by examinees can be a good measure of academic
preparation and achievement for researchers and postsecondary
administrators. ACT finds that using self-reported coursework
taken is a reliable way to estimate course-specific, student-level
experiences; however, a measure of caution is appropriate for the use of

14
 Overview of the ACT Test

course‑specific, student-level grades. For the overall high school GPA of

an individual, ACT has a stronger basis for trusting self-reported values.
Regardless of these cautions, the results indicate that self-reported
coursework and grades are reasonably valid measures for education
researchers and for preliminary screening of students.
Detailed information about this study is provided in ACT Research
Report 2016 (3), How Accurate Are Self-Reported High School Courses,
Course Grades, and Grade Point Average? ([Link]
dam/act/unsecured/documents/5269-research-report-how-accurate-
[Link]).

ACT Interest Inventory

Development and Content
The ACT Interest Inventory was designed to help people see the
connections between the world of work and the everyday things they
like to do. Results can help examinees identify personally relevant
career options, an essential developmental skill for persons in the early
stages of career planning. The inventory was introduced in the ACT in
1977 and is updated periodically. Responses to the inventory generate
scores on six scales designed to parallel the six interest and occupational
types proposed by John Holland (Holland, Whitney, Cole, & Richards,
1969; Holland, 1997). Figure 1 describes what each scale measures. The
Holland type is shown in parentheses. The ACT Interest Inventory can
be completed when examinees register for the ACT, and results derived
from the inventory scores are reported on MyACT and on the Student
and High School Reports.
ACT Interest Inventory item content emphasizes everyday work-
relevant activities that are familiar to people and that measure the
intended interest constructs, while avoiding job titles and specific work
activities. The Norms used to score the Interest Inventory are based on
a nationally representative sample of examinees.
Additional information on item content and specifics regarding the
rationale, development, norms, validity, and reliability of the inventory
as well as research supporting the use of the inventory with diverse
racial/ethnic groups can be found in the ACT Interest Inventory
Technical Manual ([Link]
documents/[Link]).

15
 Overview of the ACT Test

ACT Interest Inventory item developmental skill

Science & Technology Investigating and attempting to understand phenomena

(I-Investigative) in the natural sciences through reading, research, and
discussion.
Arts Expressing oneself through activities such as painting,
(A-Artistic) designing, singing, dancing, and writing; artistic appreciation
of such activities (e.g., listening to music, reading literature).
Social Service Helping, enlightening, or serving others through activities
(S-Social) such as teaching, counseling, working in service-oriented
organizations, and engaging in social/political studies.
Administration & Sales Persuading, influencing, directing, or motivating others
(E-Enterprising) through activities such as sales, supervision, and aspects of
business management.
Business Operations Developing and/or maintaining accurate and orderly files,
(C-Conventional) records, accounts, etc; designing and/or following systematic
procedures for performing business activities.
Technical Working with tools, instruments, and mechanical or electrical
(R-Realistic) equipment. Activities include designing, building, and
repairing machinery and raising crops/animals.

Figure 1. The ACT Interest Inventory scales

Reporting Procedures
Results derived from the ACT Interest Inventory are reported in the
following ways:
z Standard Scores. The six scores, one for each of the six ACT Interest
Inventory scales, each have a mean of 50 and a standard deviation of
10 for a nationally representative sample of 12th graders. These scores
are listed and displayed on a bar graph on the High School Report.
z Interest-Major Fit. Interest-Major Fit measures the strength of the
relationship between the examinee’s profile of ACT Interest Inventory
scores and the profile of interests of examinees in the examinee’s
planned major. Additional information is described below. The
examinee’s level of fit is displayed visually on an Interest-Major Fit bar,
and is found on the Student and High School score reports.
z Career Map Regions. The ACT Career Map is an interpretive tool
that visually displays the examinee’s ACT Interest Inventory results
as areas of a map. The Career Map permits examinees to see the
connections between their interests and occupations. Twelve map
regions (described in more detail below) can be used to summarize
these results. The Career Map is used for college and career
planning, and map regions are reported in the ACT online reporting
download hub within the student-level data file.
z Career Connector. The ACT Career Connector is a brief visual
summary of the results of the ACT Interest Inventory. It is based on
the Career Map and uses the same compass points, thus it provides
an introduction to the foundational concepts underlying the Career
Map. The Career Connector also includes a personalized list of five

16
 Overview of the ACT Test

occupations based on the examinee’s interest scores. The Career

Connector is displayed under the College and Career Planning
section of the Student Report (see page 56).

Standard Scores
Some examinees may seek opportunities for more intensive self/career
exploration. The standard scores on the High School Report readily lend
themselves to clinical interpretations, drawing on professional training
and experience. Some examinees will need to be reminded that having
interest in an area does not necessarily mean they have fully developed
abilities in that area. Encourage such examinees to engage in activities
that might improve their abilities. Interests and abilities should be
considered in combination as examinees plan for college and beyond.
ACT Interest Inventory scores are not reported on the High School
Report when an examinee’s responses to the Inventory are missing
or when the score profile is undifferentiated (flat). A flat profile may
occur because an examinee has a limited range of work-related
experiences and knowledge. Counselors and advisors may be able to
help examinees by suggesting how they can obtain work-relevant life
experiences.

Interest-Major Fit
The Interest-Major Fit level is derived from two data elements collected
from examinees during ACT registration: the examinee’s ACT Interest
Inventory scores and the major they plan to enter. Interest-Major
Fit measures the strength of the relationship between the college
examinee’s profile of ACT Interest Inventory scores and the profile
of interests of examinees in the examinee’s planned major. Interest
profiles for each of the 294 majors on the ACT registration list are based
on a large national sample of undergraduate students with a declared
major and a GPA of at least 2.0. Major was determined in the third year
for students in four-year colleges, and in the second year for students in
two-year colleges.
The Interest-Major Fit level is based on an Interest-Major Fit score that
ranges from 00 to 99. The higher the score, the better the interest-
major fit. Using data from a large national sample, three levels of
fit were established based on the empirical relationships between
Interest-Major Fit scores and the proportion of examinees who
persisted in their college major. Level of Interest-Major Fit is displayed
on the Student and High School score reports as shading of one of the
three (Low, Medium, High) sections of the Interest-Major Fit bar.
Evidence is accumulating that the fit between examinees’ interests
and their college majors is important in understanding and predicting
student outcomes. Research involving the ACT Interest Inventory
suggests that if examinees’ measured interests (i.e., patterns of scores

17
 Overview of the ACT Test

on interest inventories) are similar to the interests of people in their

chosen college majors, they will be more likely to persist in college
(Tracey & Robbins, 2006; Allen & Robbins, 2008), remain in their major
(Allen & Robbins, 2008), and complete their college degree in a timely
manner (Allen & Robbins, 2010). Even before examinees declare a major
in college, fit between their interests and planned major is a good
predictor of whether they will follow through on their college major
plans (ACT, 2013; ACT, 2018).
The value of interest-major fit is not limited to the ACT Interest
Inventory or to the outcomes listed above. A large-scale meta-analysis,
involving data over a 60-year period and including a range of outcome
and interest measures (including the ACT Interest Inventory), found that
interest-environment fit is related to persistence and performance in
both academic and work settings (Nye, Su, Rounds, & Drasgow, 2012).
Additional information on research involving the ACT Interest Inventory
and interest-major fit is described in the ACT Interest Inventory
Technical Manual (ACT, 2023).

Career Map
The Career Map shows the locations of 26 career areas (groups of related
occupations) and is designed to serve two purposes. First, it provides a
simple yet comprehensive overview of the thousands of occupations
in the work world. Second, it helps examinees identify and explore
occupations aligned with their interests. To this end, the examinee’s ACT
Interest Inventory results are reported as career areas (described below).
Reported career areas visually summarize the examinee’s preferences,
based on responses to the Inventory, for working with Data, Ideas,
People, and Things. These four basic work tasks, described in Figure 2,
underlie the map and provide the crucial link between measured
interests and career options (ACT, 2023). Career Map data sources and
development procedures are described by Prediger and Swaney (2004).
The Student Report directs examinees to the How to Prepare for
College page on the ACT website ([Link]/collegeplanning), to
explore career options that are of interest. While there, examinees can
also explore college majors that might be of interest on the Major Map.
The ACT Major Map displays over 150 majors with respect to basic work
tasks, and visually identifies groups of college majors that align with the
examinee’s inventory results.

Work Tasks
Four basic work tasks are compatible with the hexagon used by Holland
to depict degree of similarity among his six interest/occupational types
(Holland et al., 1969; Holland, 1997). Extensive research (e.g., Prediger
1982, 1996) indicates that two orthogonal work-task dimensions (Data/
Ideas and People/Things) underlie Holland’s hexagonal model of

18
 Overview of the ACT Test

interests and occupations. Thus, a two-dimensional space can serve to

display both a comprehensive set of occupations as well as the results
of measured interests.
The six ACT Interest Inventory scales are related to these dimensions as
shown on the Career Map. Because both occupational work tasks and
individual interests can be organized along these two dimensions, the
work tasks provide a unique visual bridge for connecting interests to
occupational options (ACT, 2023).

Data/Ideas Dimension People/Things Dimension

Data (facts, records, files, numbers; People (no alternative terms).
systematic procedures for facilitating People activities involve
goods/services consumption by people). interpersonal processes such
Data activities involve impersonal as helping, informing, serving,
processes such as recording, verifying, persuading, entertaining,
transmitting, and organizing facts or motivating, and directing—in
data representing goods and services. general, producing a change
Purchasing agents, accountants, and in human behavior. Teachers,
secretaries work mainly with data. Related salespeople, and social workers
ACT Interest Inventory scales: Business work mainly with people. Related
Operations, Administration & Sales. ACT Interest Inventory scales: Social
Service, Administration & Sales, Arts.
Ideas (abstractions, theories, knowledge, Things (machines, mechanisms,
insights, new ways of expressing materials, tools, physical and
something—for example, with words, biological processes). Things
equations, or music). Ideas activities involve activities involve nonpersonal
intrapersonal processes such as creating, processes such as producing,
discovering, interpreting, and synthesizing transporting, servicing, and
abstractions or implementing applications repairing. Bricklayers, farmers, and
of abstractions. Scientists, musicians, and engineers work mainly with things.
philosophers work mainly with ideas. Related ACT Interest Inventory
Related ACT Interest Inventory scales: Arts, scales: Technical, Science &
Science & Technology. Technology, Business Operations.

Figure 2. Basic work tasks

Career Areas. Because there are so many occupations—more than

900 are listed in the US Department of Labor’s O*NET Occupational
Information Network—ACT has developed a system of grouping
occupations that makes career exploration easier for examinees. ACT
occupational groups, called career areas, consist of occupations with
similar work tasks, purposes of work, and work settings. The Career Map
shows where each career area is located on the work task dimensions.
For instance, Career Area B (Marketing & Sales) is located in the upper
left part of the map, indicating primary involvement with data and
people. Career areas are organized into six clusters, similar to Holland’s
six types of occupations (Holland, 1997). Career areas are also grouped
into 12 regions. Instead of reporting all of the examinee’s career areas,
the two or three map regions they fall in are reported in the examinee’s
ACT electronic record file.

19
 Overview of the ACT Test

Career Connector
The Career Connector visually summarizes an examinee’s work-relevant
interests. The compass points are the four basic work tasks shown
to underlie the work activities of occupations across the work world:
working with Data, Ideas, People, and Things. The Career Connector
summarizes the pattern of results from the ACT Interest Inventory and
visually displays it as one or two directions with respect to these compass
points. The Career Connector also provides a personalized list of five
potential occupations that involve work tasks in this same direction.

Counselors and advisors can expand on Career Connector results in

several ways. Besides briefly describing the results, they can foster
discussions around questions and issues such as the following:
z What kinds of experiences has the examinee had in the types of
activities (People, Data, Things, or Ideas) that their Career Connector
indicates? Did they enjoy them? Measured interests are more
informative when supported by life experiences.
z Does the examinee understand the connection between their
reported interests and the list of five related occupations? Do any of
the five listed occupations sound good to the examinee?
z Does the examinee want to visit the How to Prepare for College
page on the ACT website ([Link]/collegeplanning)? On
this site, they can learn more about themselves, see a full map of
occupational options, and explore occupations (work tasks, training
requirements, etc.).

Considering Options. The Educational and Occupational Plans section

of the High School Report lists examples of majors and occupations
that are similar to those reported by the examinee during ACT
registration. Learning more about these options can help examinees

20
 Overview of the ACT Test

make more informed decisions as they firm up their plans for college
and beyond. Extensive information about these majors and occupations
can be found at the How to Prepare for College page on the ACT
website ([Link]/collegeplanning).

Composite Scores from Multiple Sets of

ACT Scores
Students, educators, and other people frequently ask us how colleges
and universities should respond when they get ACT scores from
applicants who have taken the ACT more than once.
We believe postsecondary institutions (and scholarship-awarding
organizations) are in the best position to meet their unique needs and
priorities by deciding for themselves how to consider multiple score
reports.
We also believe it’s important for everyone to have the same
information about composite scores, section scores, retesting,
superscoring, and best practices.

What is the ACT Composite score?

The ACT Composite score is the average of a student’s performance
in each of the required test sections. Historically, that meant a
student who completed the English, math, reading, and science
sections received a Composite score. And a student can have multiple
Composite Scores based on the number of times the student
completes the required sections.
We introduced the enhanced ACT in April 2025. For students who take
the enhanced test, the Composite score is an average of their English,
math, and reading section scores. That change to how Composite
scores are calculated will take effect for all ACT testers starting
September 2025.

What is a Superscore?
For the ACT Test, a superscore is the average of a student’s highest
score on the English, math, and reading sections across all the ACT tests
the student has taken.
Note: This is a change introduced in April 2025 for students who have
taken the enhanced ACT. This “English, math, reading” calculation goes
into effect for all students who take an ACT test in or after September
2025.

ACT’s Position on Superscoring

In the past, ACT discouraged the use of superscoring. We changed
our position after a 2018 study showed that superscores were just as

21
 Overview of the ACT Test

predictive (actually slightly more predictive) of the grades a first-year

college student would earn as other scoring methods (recent, average,
highest administration). For more information, view How to Best
Predict your Applicant’s Performance at Your College ([Link]
org/content/dam/act/unsecured/Images/2019/ACT-HERD-Infographic-
[Link]).

What happens to the science score now that it’s not part
of the Composite score?
Students who take the science test will continue to receive a science
section score on the same scale of 1–36 and a STEM score, which is the
average of the student’s scores on math and science tests taken during
the same administration.

What about the writing test?

Students who take the optional writing test get six additional
scores that they can share with institutions of higher education and
scholarship-awarding institutions:
z An overall writing score on a scale of 2–12
z An English Language Arts (ELA) score on a scale of 1–36 (This is
determined by the student’s scores on the English, reading, and
writing tests taken during the same administration)
z Four domain scores related to writing competencies (Ideas and
Analysis; Development and Support; Organization; and Language
Use and Conventions) on a scale of 2–12

What are postsecondary institutions using as an ACT

Composite score for students who have multiple sets of
test scores?
Survey results demonstrate that there isn’t a “one-size-fits-all”
approach. Some institutions use a student’s most recent Composite
score to inform admission, placement, and scholarship decisions.
Others look at select section scores a student has earned. And still other
institutions have different policies.

Why would postsecondary institutions prefer one

approach over another?
Each approach has its advantages. The student’s most recent
Composite score is most closely aligned to a student’s current level of
achievement. The single highest Composite score, on the other hand,
allows for the fact that students don’t always perform at their best. If, for
example, a student had a poor night’s sleep, suffered a sudden attack of
nerves, or was preoccupied with a personal problem, the student’s most
recent test score may reflect the student’s skills and knowledge less

22
 Overview of the ACT Test

accurately than higher scores the student previously earned. Use of the
combined highest composite score might be explained similarly.

Which approach does ACT recommend?

We believe postsecondary institutions (and scholarship-awarding
organizations) are in the best position to decide how to consider multiple score
reports, based on their unique needs and priorities. We also believe institutions
should take two additional factors into consideration:
1. Consistency. Concerns of fairness arise if one score-use policy is
applied to some groups of applicants and a different score-use
policy is applied to other groups of applicants
2. Concordance. For institutions that receive both ACT and SAT scores
from applicants, the 2018 ACT-SAT concordance should be used to
convert SAT scores to ACT scores and vice versa.

Should Students take the ACT more than once?

Students who have taken additional relevant coursework since they
last tested may wish to retest, since they have reason to suppose they
will do better next time. Students who believe their previous scores do
not accurately reflect their achievement may also wish to retest. If, for
example, they were ill or otherwise indisposed when tested, or if they
were unfamiliar with testing procedures, it is reasonable to expect that
they may do better on retesting.

23
Preparing for and Taking the ACT
The ACT tests measure the knowledge and skills that examinees have
acquired throughout their education. The tests emphasize examinees’
capabilities in understanding and interpreting information, solving
problems, and applying their knowledge and skills. Because these
proficiencies are not readily acquired in a short period of time, only
sustained instruction in the subject-matter areas tested is likely to be
effective in developing the knowledge and skills required. Last-minute
academic preparation is not advised.

Preparation Options
Test Preparation Resources
The Official ACT Self-Paced Course, Powered by Kaplan
The Official ACT® Self-Paced Course, Powered by Kaplan® provides a
range of test prep content, including authentic practice tests, 30 video
lessons, and more than 2,000 practice questions. Students can learn
from anywhere, anytime, with on-demand tutorials. These bite-sized
lessons offer the perfect mix of structure and flexibility. Learn more at
the ACT and Kaplan Test Prep page on the ACT website ( [Link]
[Link]/content/act/en/products-and-services/the-act/test-preparation/
[Link]).

The Official ACT Live Online Classes, Powered by Kaplan

In addition to access to the Self-Paced Course, the Official ACT® Live
Online Classes, Powered by Kaplan® have a team of top-rated teachers
that instructs students what they should study and how to study
during a series of engaging live classes. Students can learn from expert
teachers who can answer your questions and adapt to their needs
in real time through 16 hours of instruction from the comfort of the
student’s home. Learn more at the ACT and Kaplan Test Prep page on
the ACT website ([Link]
services/the-act/test-preparation/[Link]).

24
 Preparing for and Taking the ACT

The Official ACT Tutoring, Powered by Kaplan

The Official ACT® Tutoring, Powered by Kaplan® offers personal one-
on-one instruction designed to promote ACT success with individual
sessions packed with test strategies from top-rated teachers. Tutoring
packages range from 5–40 hours. Learn more at the ACT and Kaplan
Test Prep page on the ACT website ([Link]
products-and-services/the-act/test-preparation/[Link]).

The Official ACT Prep Guide

The only guide written by the makers of the ACT test, this official print
guide includes six complete practice tests, each followed by a separate
writing test. Explanations are given for all answer choices. Test-taking
strategies for each test section are provided, as well as hundreds of
additional practice questions and digital flash cards in the online
platform and companion app. Learn more with the The Official ACT
Prep Guide on the ACT website ([Link]
products-and-services/the-act/test-preparation/[Link]).

The Official ACT Subject Guides

The ACT official subject guides are a step-by-step guide for preparing
for each ACT section test. Each one of the official guides is an efficient
prep tool comprised of the most current and relevant test information
packed into one guide. The ACT official subject guides are the best
resource to get detailed input and practice to help students prepare for
the ACT. Learn more at the ACT Official Subject Guides – 2nd Edition
page on the ACT website ([Link]
and-services/the-act/test-preparation/[Link]).

ACT Online Prep, Powered by MasteryPrep

ACT Education Corp. and MasteryPrep have joined forces to deliver a
next-generation ACT preparation platform you can deliver to students
in the classroom setting—ACT® Online Prep™, Powered by MasteryPrep.
This strategic partnership combines ACT’s research-backed assessment
content with MasteryPrep’s proven digital learning tools to provide
schools and districts with a powerful, standards-aligned solution for ACT
readiness.
Benefits of AOP include the following:
z Standards Alignment. All content is aligned to ACT College and
Career Readiness Standards and multiple state standards, ensuring
relevance and rigor.
z Practice Testing and Analysis. Identify skill gaps and personalize
instruction with diagnostic and two full-length practice tests
aligned to the enhanced ACT test. Detailed reports offer skill metrics,
performance insights, and data-driven recommendations.

25
 Preparing for and Taking the ACT

z 40 Hours of Online Course Material. Interactive microvideos and

contextual learning paths simulate a conversation—not a lecture—
keeping students engaged while mastering critical ACT skills.
z Daily Bell Ringers. Five-minute warmup exercises reinforce essential
skills and build student confidence through scaffolded learning and
easy-to-follow explanations.
z Enhanced Reporting Tools. Our reimagined platform makes it easier
than ever to track student progress with intuitive, powerful analytics.

Note: As of July 31, 2025, legacy ACT Online Prep is no longer available
for enrollment. As we migrate to this new platform, ACT will continue to
support the legacy platform until July 31, 2026.
Learn more at the ACT Online Prep, Powered by MasteryPrep page on
the ACT website ([Link]
services/[Link]).

MyACT
MyACT offers a free online practice test for each test section along with
contextual learning resources through our Digital Learning Library.
Learn more by logging in to MyACT ([Link]).

Preparing for the ACT Test

This free preparation booklet contains a full-length multiple choice test,
a writing test, and helpful strategies about preparing for and taking
the ACT test. For information about where examinees can access the
applicable version of the Preparing for the ACT Test booklet for their use
case, please refer to page 4 of this handbook.

College and Career Planning

Students can visit ACT’s online college and career planning hub to get
free resources to help find the college major or career that’s right for
them. Learn more at the How to Prepare for College page on the ACT
website ([Link]/collegeplanning).

Free Resources
ACT offers a hub of Prep resources that include sample classes, free
practice tests, and more available at The Free ACT Practice Test and
Resources on the ACT website ([Link]
products-and-services/the-act/test-preparation/free-act-test-prep.
html).
Note: All ACT publications are copyrighted works. Therefore, they
should not be copied or distributed, in whole or in part, without ACT’s
prior written permission.

26
 Preparing for and Taking the ACT

Registering for the ACT

The National ACT test is administered on test dates at more than 3,200
test centers in the US, US territories, and Puerto Rico.
For National ACT test dates, non-Saturday testing is available for
examinees who cannot test on a Saturday because of religious reasons.
When registering for the ACT, examinees can search for available test
centers within MyACT, which lists both Saturday and non-Saturday test
centers. Users can also select the non-Saturday option when searching
for test centers from the Find an ACT Test Center page on the ACT
website ([Link]
act/registration/[Link]).
Examinees may receive scores from only one test date per National or
International administration (for Saturday, non-Saturday, or rescheduled
test dates arranged by ACT). Examinees participating in State testing
and District testing may receive scores from only one test date per
administration. If examinees are admitted and allowed to test more
than once, they will receive only the scores from the first test date.

Creating an Online Account

Creating an account in MyACT is quick, easy, and connects examinees
to resources that can aid them on their journey to college. Examinees
can use this account to:
z Register for and make changes to an ACT test
z Upload a photo (required to test)
z View and print their student admission ticket
z Complete profile information, high school resumes, and inventories
that are used to enhance score reports received after testing and
provide valuable insight about the examinee’s intended major and
reported interests
z View and send scores to score recipients

Examinees can sign in or create a web account on the MyACT website

([Link]).

Registration Deadlines
Registration deadlines are available at the Registration page on the ACT
website ([Link]/the-act/registration). The deadlines apply for all
registration methods.

27
 Preparing for and Taking the ACT

If examinees miss the regular registration deadline, they may register

up to the late deadline for an additional fee. See Current ACT Fees and
Services on the ACT website ([Link]/the-act/fees).

Standby Testing
Examinees who test in the US, US Territories, or Puerto Rico and miss
the deadline to register or make changes for their test date may
request standby testing. There is an additional standby fee. Complete
instructions and fees are listed under Current ACT Fees and Services on
the ACT website ([Link]/the-act/fees).

Choosing a Test Date

ACT advises examinees to consider college and scholarship deadlines
when choosing a date to test. Over 97% of students receive their scores
around four weeks after testing. Scores do not begin releasing until all
checks and validation have been completed. Release dates are available
at on the ACT Test Scores page on the ACT website ([Link]/the-
act/scores).
Examinees should take the ACT when they have completed a
substantial portion of the coursework that the tests cover. In many
schools, college-bound examinees reach this point by spring of their
junior year. There are several advantages to taking the ACT then,
including the following:
z The resulting information is available for planning their senior year.
z Most colleges prefer to hear from prospective students by the
summer before their senior year.
z Examinees may test again and still have the new information
available in time to meet deadlines. Examinees should not anticipate
receiving their previous ACT test results before the registration
deadline for the next test date.

Choosing a Test Option

Examinees testing with the enhanced ACT may choose The ACT
(English, mathematics, reading), ACT + science, ACT + writing, or ACT +
science + writing.
Students planning to major in science or a STEM field—or those who
expect to take science courses in college—should consider taking the
science section. Examinees who complete both the math and science
sections will receive a STEM score, which can strengthen applications to
competitive programs.
28
 Preparing for and Taking the ACT

The ACT science test can benefit examinees because it can:

z Boost STEM applications by showcasing readiness for science-
intensive coursework
z Balance academic profiles for students whose high school science
grades may not reflect their full potential
z Provide flexibility for college admissions, as some institutions may
require or prefer a science score even if not explicitly stated

Examinees should take the ACT science test if they:

z Plan to apply to colleges or universities that require the science test
z Are strong STEM students and feel the additional measure may
improve their admission chances

For additional information about the science and writing tests, please
see the Optional Science Test and Optional Writing Test sections on
pages 4–7 of this handbook.
The ACT writing test can benefit examinees because it:
z Complements the existing multiple-choice ACT English and reading
tests, and provides a more complete picture of writing ability
z Offers a writing sample produced under standardized testing
conditions
z Provides instructionally relevant information about writing skills
(rubric-based domain scores) as well as a single, overall indication of
performance on a writing task representative of college-level writing

Examinees should take the ACT writing test if they:

z Plan to apply to colleges or universities that require the writing test
z Are strong writers and feel the additional measure may improve
their admission chances

Testing with Accommodations and English

Learner Supports
ACT provides access to the ACT test for individuals with disabilities
through appropriate, allowable accommodations based on the
examinee’s demonstrated needs. To assist examinees in demonstrating
a need for accommodations, ACT has established guidelines regarding
submission of documentation of an examinee’s disability and history of
using accommodations. ACT approves accommodations in accordance
with the Americans with Disabilities Act (ADA), and in alignment with
determinations made by school officials pursuant to the Individuals
with Disabilities Education Act (IDEA) and Section 504 Rehabilitation
29
 Preparing for and Taking the ACT

Act (Section 504). For more information, see the Policy for Requesting
Accommodations for the ACT Test ([Link]
products-and-services/the-act/registration/accommodations/policy-for-
[Link]).

English Learner Supports

The ACT test is offered only in English; however, English learner (EL)
supports are available to examinees with limited English proficiency.
Note: In Summer 2025, ACT updated its policy regarding bilingual
word-to-word dictionaries and translated test directions; these no
longer need to be requested as an accommodation. Learn more at
the ACT Test Accommodations and English Learner Supports page on
the ACT website ([Link]
services/the-act/registration/[Link]).

ACT-authorized EL support:
z One and one-half time, single day

Locally-authorized EL supports:
z ACT-authorized word-to-word bilingual dictionary or glossary
z ACT-authorized translated test directions

To be eligible for EL supports one of the following types of

documentation must be provided:
z Limited English Proficiency
z Participation in an English Language Acquisition program
z Current supports received in school for EL needs

Note: For more information abuot EL Supports, see the Supports

for English Learners page on the ACT website ([Link]
org/content/act/en/products-and-services/the-act/registration/
accommodations/[Link]).

Requesting Accommodations and/or Supports

To request accommodations and/or supports for an administration of
the ACT, examinees must first:
z Create a MyACT account ([Link])
z Add the name of their high school to their account
z Register for a test date

When registering to test, examinees are asked about what types of

accommodations will meet their needs in order to determine if testing
at a National test center or through ACT Special testing is best for them.
30
 Preparing for and Taking the ACT

Refer to the comparison chart under Additional Resources on the ACT

website (www. [Link]/the-act/accomms), to review the requirements
and features of National Extended Time (50% time extension) and
Special testing (at the examinee’s school) to decide which is most
appropriate for them.
Once an examinee has registered online for the ACT test, ACT will
automatically email instructions outlining how to work with a qualified
school official to request accommodations and/or supports and how
to submit supporting documentation via the Test Accessibility and
Accommodations System (TAA). The test coordinator will need the
Test Accessibility and Accommodations User Guide to get access
and instructions on how to navigate through this system. The Test
Accessibility and Accommodations (TAA) User Guide, ACT State and
District ([Link]
[Link]) and the Test
Accessibility and Accommodations (TAA) User Guide ACT National
and Special Testing ([Link]
documents/pdfs/ACT-National-Test-Accessibility-and-Accom-TAA-User-
[Link]) are both available on the ACT website.
Note: If the examinee does not receive a Next Steps email after
registering, the examinee should contact ACT Accommodations to
ensure they have registered correctly.

Benefits of Using TAA

The benefits of the system include:
z A single online accommodations and/or supports request form to
complete
z Updated procedures that eliminate unnecessary documentation
z Better visibility, allowing schools to follow the progress of the
request online
z An expedited request process—decisions provided approximately 10
days sooner (on average) than paper requests

After ACT reviews a request for accommodations and/or supports to be

authorized by ACT, an examinee-specific Accommodations Decision
Notification is created in TAA. When the notification is available, the
individual who submitted the request will receive an email. That
individual should provide a copy to the examinee and/or their parents/
guardians. The notification contains the following information:
z Examinee’s name
z Examinee’s personal identification number (PIN) for TAA
z Accommodations and/or supports authorized (including any special
authorizations) or not authorized, as applicable

31
 Preparing for and Taking the ACT

z Reason accommodations and/or supports were not authorized, if

applicable

If an examinee is no longer in school or requires assistance working

with their school to submit a request in TAA, they should call ACT at
319.337.1332 and select option 1. ACT Customer Service is available to
take calls Monday–Friday, 8:30 a.m. to 5:00 p.m. Central time.
ACT will treat all information the examinee provides to support
their request as confidential and will use it solely to determine their
eligibility for accommodations and/or supports. Details about their test
accommodations and/or supports will be shared only with testing staff
and will not be released to anyone else, including an examinee’s chosen
score report recipients. The only exceptions are for those instances
in which an examinee’s accommodations- and/or supports-related
documents and information are the subject of a subpoena or other
court order, or an enforceable request from a government entity.

Special Circumstances
ACT On-Campus Testing
An on-campus testing program is available to ACT-participating
colleges to administer the ACT to examinees who were unable to test
on an ACT National test date. ACT® On-Campus™ testing is strictly
limited to examinees who have enrolled, have been admitted, or have
officially applied to a particular institution. Scores from On-Campus
testing are reported only to that particular institution for admission,
course placement, and advising purposes.
Note: ACT On-Campus testing will not test with the enhanced ACT until
October 2026.

Test dates:
z The On-Campus testing year runs November 1 through
September 30.
z On-Campus testing may be conducted on any dates EXCEPT the
seven regularly scheduled ACT National test dates.

Scores:
z Scores from On-Campus testing are valid only at that institution
and cannot be transferred by transcript or other means to any other
institution or agency.
z Scores from On-Campus testing are reported only to the college
administering the test.
z No Score Reports are generated.

32
 Preparing for and Taking the ACT

Restrictions:
z On-Campus testing is not a practice test.
z On-Campus testing is not for use by younger examinees.
z An institution may not provide On-Campus testing to individuals
who do not intend to attend that institution.
z On-Campus testing is restricted to on-campus administrations. Test
booklets may not be transported from one campus to another or to
any off-campus locations.
z A minimum of 60 days must elapse before an examinee can take
another On-Campus test. Scores achieved before the minimum
elapsed time will be canceled without refund.

See the On-Campus Testing for the ACT page on the ACT website
([Link]
postsecondary-professionals/on-campus-testing/about-on-campus-
[Link]) for fees and details.

International Testing
For more information about International testing, visit
the International ACT website ([Link]).

College Report Recipients

Examinees may designate up to four score recipients as part of their test
fee when they register to test. When registering online, examinees have
the option to designate two additional score recipients (for a total of six)
for a small extra fee.
Additions, deletions, and changes for the National test may be made (at
least) until your scheduled test day.
To send reports to more than six colleges, and for all reports after the
change deadline, examinees must submit and pay for additional score
reports (ASRs) after they test.

Prebilled Vouchers
Vouchers are available when a school/agency would like to pay the
regular ACT test registration fee for an examinee or group of examinees
taking the National test. Vouchers are invoiced and delivered to schools
in a convenient electronic format. Vouchers can be requested using the
National Prebilled Registration Voucher Order Form ([Link]
org/content/dam/act/unsecured/documents/Prebilled_Registration_
Voucher_Order_Form.pdf).

33
 Preparing for and Taking the ACT

ACT Fee Waivers

The ACT Fee Waiver program is designed to assist examinees in the US,
US territories, and Puerto Rico, for whom payment of the test fee could
be a barrier to college entrance. Fee waiver information and request
forms are sent each summer to high schools in the US, US territories,
and Puerto Rico.

Eligibility Requirements
Each examinee who receives an ACT Fee Waiver must meet ALL the
following eligibility requirements:
z Be currently enrolled in high school in grade 11 or 12
z Will test in the US, US territories, or Puerto Rico
z Meet one or more of the following indicators of economic need:

{ Enrolled in a federal free or reduced-price lunch program at

school
{ Enrolled in a federally funded program for the economically
disadvantaged (e.g., GEAR UP or Upward Bound).
Note: A student who participates in a federally supported
program designed to serve economically challenged
communities, but who does not meet the program’s economic
eligibility criteria, is not qualified for ACT’s Fee Waiver Program.
{ Resides in a foster home, is a ward of the state, or is homeless
{ Family receives low-income public assistance or lives in federally
subsidized public housing
{ Family’s total annual income is at or below the USDA levels for
free or reduced-price lunches listed on the USDA Food and
Nutrition Service website ([Link]
meals/income-eligibility-guidelines)

ACT Fee Waivers cover the registration fee for one paper or online
registration for the ACT test (English, mathematics, and reading) plus
any applicable add-on fee(s) for optional science and/or writing tests.
The waiver covers one report to an examinee’s high school and up to six
college choices (at the time of registration) as well as the late fee. After
registration, the examinee can request any number of score reports for
free. Waivers may NOT be used to pay for any additional fees, products,
or services. ACT Fee Waivers also provide free access to The Official ACT
Self-Paced Course, Powered by Kaplan.

34
 Preparing for and Taking the ACT

Fee waiver forms are valid through August 31 each year. A limited
number of fee waivers are authorized each testing year. Once funds
have been exhausted, requests for waivers must be denied.
Eligible examinees may use a maximum of two separate ACT Fee
Waivers. The waiver is used once the examinee registers, or submits a
standby request, even if the examinee does not test on the requested
test date.
IMPORTANT: Ensure examinees registered with fee waivers take the
test. Remind examinees who do not follow through and test that they
miss a valuable opportunity and may prevent others from testing at
that center. Please emphasize to examinees the importance of sitting
for the test. High no-show rates at a school may indicate inappropriate
distribution of waivers. ACT routinely audits compliance with fee waiver
requirements and may request written evidence of examinee eligibility.
Non-eligible examinees may be billed, and non-compliant schools/
agencies may be denied additional waivers.

Waiver/Deferral of College Admission

Application Fee
Many colleges and universities will consider waiving or deferring the
admission application fee for examinees who have been granted
an ACT Fee Waiver. To facilitate consideration of such requests, ACT
has provided a form that high school counselors can photocopy
and complete for examinees who qualify for a fee waiver (see the
Request for Waiver or Deferral College Admission Application Fee
form on page 78). Please complete this form for examinees to use
as part of their application process. Individual institutions are not
obligated to waive or defer their admission application fees for any
particular applicants. You may also find a copy of this form on the ACT
website ([Link]
[Link]).

ACT My Answer Key

What is ACT My Answer Key?

ACT My Answer Key is a set of report materials available to purchase in
MyACT that gives examinees detailed feedback on their test answers.
Examinees will receive a digital copy of the multiple-choice test
questions, their answers, a copy of their answer document, the answer
key, and the conversion table used in determining their ACT scores. If an
examinee took the optional writing test, they will receive a copy of the
writing prompt, the writing test scoring rubric, and their essay scores.

35
 Preparing for and Taking the ACT

Examinees can expect the digital ACT My Answer Key report to be

provided within MyACT a few weeks after score release. If an examinee
requested and was approved for alternate formats (April testing only),
these materials will be prepared once the ACT My Answer Key report
materials are available in MyACT and may take up to eight weeks for
processing and shipping.
Note: These materials are the confidential copyrighted property of ACT
Education Corp., and may not be copied, reproduced, sold, scanned,
emailed, or otherwise transferred without the prior express written
permission of ACT Education Corp.

Who is eligible for ACT My Answer Key?

ACT My Answer Key is only offered to:
z Examinees who test through National testing at a National test
center, on a National test date
z Examinees who register for a test date and test through an eligible
ACT Special testing during the designated Special testing window in
the US, US territories, and Puerto Rico. Examinees will also be able to
request ACT My Answer Key materials in any alternate formats they
were approved for.

This service is not offered for any other administrations of the ACT. See
MyACT for eligible dates.
If for any reason ACT replaces the test version scheduled for use at the
test center or reschedules the administration, this offer becomes void,
and ACT will refund the fee for this service. This service is not offered for
any other administrations of the ACT.
Note: Students who register for the ACT with a fee waiver qualify to add
ACT My Answer Key to their registration at no extra cost on the eligible
test dates.
National test dates:
z Saturday, October 18, 2025
z Saturday, April 11, 2026
z Saturday, June 13, 2026

Special testing date:

z Saturday, April 11, 2026

36
 Preparing for and Taking the ACT

When can examinees order ACT My Answer Key?

Examinees can order ACT My Answer Key in MyACT during registration.
After the test, it can be ordered separately for up to six months after the
eligible test date for an additional fee.
For more information, visit the ACT My Answer Key page on the ACT
Website ([Link]

Test Day Requirements

To be admitted to test, examinees must present acceptable photo
identification at the time of check-in. See photo ID requirements and
download the ACT Student Identification Form for examinees who do
not have an official photo ID ([Link]/the-act/testday).
IMPORTANT: Examinees who do not present acceptable photo ID at the
time of check-in will not be admitted to test.

After examinees have registered for the ACT test, their admission
ticket can be printed from MyACT ([Link]). An admission
or standby ticket is currently not required for admission. However,
failure to bring a ticket may delay paper test scores, as the Match
information provided on the examinee’s admission ticket then
cannot be entered on the examinee’s answer document during
testing.

Admittance to the test center does not mean that an examinee’s form
of identification is valid or that the examinee’s scores will be reported.
All cases of questionable identification are subject to review and
appropriate action, including possible score cancellation.
The assistance of schools in providing acceptable identification for their
examinees helps to ensure that no examinees gain an advantage over
other examinees and protects the validity of ACT scores for use by all
examinees, colleges, and agencies. More information about acceptable
identification for examinees can be found on the ACT Test Day page
on the ACT website ([Link]
services/the-act/[Link]).

Retaking the ACT

Many examinees take the ACT more than once. Advise examinees to
consider retesting if they:
z Feel that their scores should be higher than those received
z Had any problems during the tests, like misunderstanding the
directions or feeling ill

37
 Preparing for and Taking the ACT

z Have since taken more coursework or engaged in an intensive

review in the areas covered
z Want to apply to a college that requires or recommends the science
or writing test

Considerations for retaking the ACT include the following facts:

z The typical second ACT Composite score is about one point higher
than the first score for examinees with an initial ACT Composite
score between 13 and 29.
z The lower an examinee’s initial ACT Composite score, the more likely
the examinee’s second score will be higher than the first score.
z The higher an examinee’s initial ACT Composite score, the more
likely the examinee’s second score will be the same as or lower than
the first score. Additional research on ACT score gains from retesting
is available in Six Things About Score Gains From Retesting (https://
[Link]/content/dam/act/unsecured/documents/2022/R2274-
[Link]).

38
ACT Reports and Services
Score data are used in a variety of ways and ACT normally makes
different reports available for each examinee who tests:
z Student Scores (available to all examinees with an account in
MyACT)
z Student Report (available only to State and District examinees and
their high school on record)
z High School Report (available to the high school on record)
z College Report (available to colleges requested by the examinee)

The data used in preparing these reports are gathered from the
examinee’s responses to the ACT tests and non-test components, from
ACT-participating colleges, and from ACT research. All self-reported
examinee information is shown as recorded by the examinee at the
time of registration.

Confidentiality of ACT Data

All recipients of ACT data and examinee information are reminded that
they are responsible for protecting the confidentiality of that information
in accordance with applicable laws and institutional policies. Score
recipients assume responsibility for protecting the confidentiality of ACT
data reported to them and must agree to terms and conditions before
accessing platforms containing examinee score data.
In order to keep scores confidential, ACT does not give them to anyone
by telephone, fax, or email.

Reporting to Students Online

Examinees may view their scores through their MyACT account. Scores
are posted continually during ACT business hours. Schedules for
posting scores after each test date are available on the ACT Test Scores
page on the ACT website ([Link]/the-act/scores).
If examinees take the ACT writing test, the multiple-choice scores plus
the Composite score are posted as soon as they are ready. Writing
39
 ACT Reports and Services

scores are added as soon as they are available. The scores are not
officially released for reporting to score recipients until writing scores
have been added.
Examinees who test as part of State testing or District testing can view
their scores if they create a MyACT account. Examinees are provided a
student code that allows them to link their account to the information
provided by their school. Additionally, two printed copies of each State
and District testing examinee’s Student Score Report are shipped to
the school for distribution. Each Student Score Report is also available
for educators to access via the Online Reporting Portal, allowing State
and District testing examinees who do not create an optional MyACT
account to access their Student Score Report online.

Reporting to High Schools

High school reports are delivered automatically to the high school on
record through an online portal. Online reporting allows schools to
easily access report data for the ACT test at the student and district/
school level. If your school has not already accessed online reporting,
check with your school/district leader to contact ACT to receive your
access code.
Using the access code will allow you to establish an account within
online reporting as a trusted agent. Trusted agents assume the
responsibility of managing user access for districts and schools in their
jurisdiction. Once an account is created, you can appoint additional
trusted agents and roles for your organization.
If you need help getting started, various online reporting training
resources are also available.
Groups of score reports are processed during ACT business hours and
are made available as ACT resolves situations such as the following:
z If an examinee took the ACT writing test, reports will not be issued
until the writing results are included.
z If answer documents arrive late from a test center, they will be
added to processing on a weekly basis.
z If the identifying information an examinee provides on the answer
document is not consistent with the information provided at the
time of registration, reports will be delayed until the information can
be matched accurately.
z If an examinee provides incomplete or inaccurate test form
information on the answer document, reports will be delayed until
the correct test form is confirmed.
z If an irregularity is reported at the test center, reports may be
delayed, pending clarification of actions taken on test day.

40
 ACT Reports and Services

Reporting to Colleges
ACT and Encoura® are partners dedicated to supporting students,
educators, and institutions through integrated assessment and
enrollment solutions. Users can access the most diverse and inclusive
student population in a single platform while using data science,
analytics, and research to reach your best-fit students.
Originally, Encoura was a subsidiary of ACT, providing data-driven
services for higher education. In 2024, they unified under the ACT
brand, combining ACT’s assessment expertise with Encoura’s
enrollment and research tools. This partnership allows them to offer a
comprehensive suite of services that help students plan for college and
careers while empowering institutions with valuable insights to support
student success.
For more information, please refer to the College Reporting section on
page 63 of this handbook or visit the Encoura website ([Link]
[Link]/encoura-platform).

Misdirected Reports
Counselors who receive reports for examinees not enrolled at their
schools should notify ACT. Counselors should also contact ACT if they
fail to receive reports for all of their tested examinees after eight weeks
following the test date.

Automatic Reporting of Scores

Some state/federal scholarship programs or education departments
use ACT scores as one source of information to recognize student
achievement. ACT reports examinee records for this purpose without
requiring examinees to use one of their college choices.
Scores will be reported unless the examinee specifically directs ACT,
in writing, not to do so. During registration, examinees are informed
of this automatic reporting policy and the deadline to inform ACT,
in writing, that they do not want their scores to be reported for this
purpose. This does not affect the reporting of scores to colleges. For
further details, please review the ACT Terms and Conditions (https://
[Link]/content/dam/act/unsecured/documents/ACT-TN-Terms-
[Link]).

Additional Score Reports

Many examinees request additional score reports (ASRs) after they test.
Normally, all scores are available for reporting by eight weeks after the
test date.

41
 ACT Reports and Services

Ordering ASRs
Examinees may submit an ASR request through their MyACT
account. Examinees must wait until after testing to submit a request.
Once submitted, the ASR request cannot be changed or canceled.
See the Current ACT Fees and Services on the ACT website ([Link].
org/the-act/fees).

Making Changes in Reports

If, after an examinee receives a score report, they find a significant
error in the information supplied to ACT about themselves, or if they
need to update their address, they may ask ACT to correct their record.
Inquiries about examinee records must include the examinee’s name
and address (as given at the time of registration or testing), ACT ID, date
of birth, test date (month and year), and test location (if applicable).
The test date and test location (e.g., the state where they took the test)
are especially important if the examinee has taken the ACT more than
once.

Score Verification Service

Examinees can ask ACT to verify their multiple-choice and/or writing
test scores up to 12 months after the test date. The ACT Score
Verification Request Form is available on the ACT website ([Link]
[Link]/content/dam/act/unsecured/documents/Request-for-Score-
[Link]). The examinee will need to complete the form, enclose
a check payable to ACT Customer Support for the applicable fee, and
mail it to:
ACT Customer Support
PO Box 414
Iowa City, IA 52243

For multiple-choice tests, ACT will verify that responses were checked
against the correct score key. For writing tests, ACT will verify that the
essay was scored by at least two independent, qualified readers, and
in the event that the two scores differed by more than one point in any
domain, a third additional reader. ACT will also verify that the essay was
properly captured and displayed to readers. If errors are discovered
during score verification, ACT will rescore the essay.
ACT will inform the examinee by letter of the results of the score
verification about 3–5 weeks after receiving their request. If a scoring
error is discovered, the scores will be changed, and corrected reports
will be released to the examinee and all previous score report recipients,
at no charge. In addition, the score verification fee will be refunded.

42
 ACT Reports and Services

Correction of Errors
If an examinee thinks there is an error in information other than their
scores, or they want to change information (e.g., address change) within
three months of receiving their scores, they may write to:
ACT Customer Support
PO Box 414
Iowa City, IA 52243
If an error is found to have been made by ACT and requires the
examinee to retest, the examinee’s test fees will be covered by ACT.
If an error is found to have been made by ACT and does not involve
retesting, corrected score reports will be sent to the examinee and all
previous score recipients at no charge. If an error is not found to be
made by ACT and the examinee wishes to send corrected reports, they
must request and pay for Additional Score Reports (ASRs).

ACT Score Inquiries

ACT routinely receives inquiries from high schools and colleges that
have noticed discrepancies between an examinee’s performance on the
ACT and the examinee’s high school grades.
Anyone who notices a significant discrepancy between an examinee’s
performance on the ACT and their grades, or is aware of information
about irregularities during the test session, is urged to submit the
Inquiry Form on the ACT website ([Link]/aap/scores/inquiry), as
soon after the test date as possible.
ACT includes the examinee’s photo in the upper-right corner of the
High School Report. If an exception related to verifying the examinee’s
identity was approved by ACT, text will appear in the photo area
instead of a photo. The presence of the examinee photo provides
high schools with an additional piece of information to confirm
examinee identity. As the high school staff know the examinee
best, ACT relies on and urges test staff to ensure that the photo
matches the examinee named on the score report, and that any ACT-
authorized exceptions due to religious reasons are reasonable based
on the school’s knowledge of the examinee. If test staff notices an
inconsistency, they should submit an inquiry through the ACT website
([Link]/aap/scores/inquiry).
ACT will conduct a confidential investigation into any photo- or score-
related inquiries submitted by a school.

43
 ACT Reports and Services

Student Report
A sample ACT Student Report is shown in Figure 3. The information on
the report is presented in nine parts. An explanation of each part follows
the figure.

Figure 3. Sample ACT Student Report

44
 ACT Reports and Services

F
I

Figure 3. Sample ACT Student Report (continued)

45
 ACT Reports and Services

A. Student Information
This section includes the student name, ACT ID, high school, and
test date. Test location is also shown for State testing.

B. Student ACT Scores

This section shows the student’s scores on each of the multiple-
choice test sections (scale 1–36). If the student took the ACT writing
test, a writing score ranging from 2–12 is reported. If a student tested
with the enhanced ACT test, the science score is not included in
the calculation of the Composite score. If a student tested with the
legacy ACT test, the science score is included in the calculation of
the Composite score. A student’s writing score is never included in
the calculation of the Composite score. The ELA score (derived from
the student’s English, reading, and writing scores) and the STEM
score (an average of the student’s mathematics and science scores)
are reported when the student has all of the qualifying component
scores. Both of these scores are on a scale of 1–36 and are rounded to
the nearest whole number (e.g., 0.5 is rounded up).
There is a shaded score range around the actual score, which
reflects the fact that test scores are estimates of a student’s true
educational development, and the student would not necessarily
earn the same score upon retesting.
The ACT College Readiness Benchmarks are scores on the ACT test
sections that represent the level of achievement associated with
a 50% chance of earning a B or higher and about a 75% chance of
earning a C or higher in corresponding credit-bearing, first-year
college courses. The student’s scores and the ACT College Readiness
Benchmarks are graphed together on the Student Report,
graphically indicating whether students are likely ready for first-
year college courses. There is currently no ACT College Readiness
Benchmark for writing.

On the example score report (see page 44), the examinee

scored below the benchmark in both mathematics and science.
If you had a counseling or mentoring relationship with this
student, you may want to check in with her about the courses
she plans to take in science and mathematics to bolster her skills
in these subjects. Increasing her knowledge and skills through
rigorous courses can help improve her readiness in science and
mathematics and could help her if she were to retake the ACT.

For more information about the ACT College Readiness

Benchmarks, see the applicable section on pages 10–11 of this
handbook or visit the ACT College Readiness Benchmarks page on
the ACT website ([Link]
career-readiness/[Link]).
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 ACT Reports and Services

C. US and State Ranks

The student’s ranks tell you the approximate percentages of recent
high school graduates in the US and your state who took the ACT
test and received scores that are the same as or lower than the
student’s scores. For example, the national rank for a Composite
score of 22 is 72. This means that 72 percent of recent high school
graduates who took the ACT achieved a Composite score of 22 or
lower.
For more information about US and state ranks, please see the
applicable section on page 11 of this handbook or visit the ACT
Test Scores page on the ACT website ([Link]/the-act/scores).

D. Detailed Results
To help students gain insights into possible directions for college
and career, detailed results are provided to help them understand
their areas of strength and where they may need to improve.
To provide learners the most useful information, score reports
incorporate a comprehensive set of reporting categories for
each test section (see Figure 4). If the score report displays “N/A,”
reporting categories are not available for that test.

Student performance ACT Readiness Range shows where a

is described in terms of student who has met the ACT College
reporting categories to Readiness Benchmark on the subject test
represent different groups would typically perform in that reporting
of knowledge/skills. category. Students can more easily
determine what areas require the most
additional assistance.

Figure 4. Student Report detailed results

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 ACT Reports and Services

These categories make it easier for students, parents/guardians,

and educators to gain deeper insight into student performance by
better understanding strengths and areas for improvement in each
subject. Reporting categories group and report on similar skills
to provide students with more detailed information within each
subject.
Each reporting category includes the total number of points
possible, the total number of points a student achieved, and the
percentage of questions the student answered correctly. ACT
reporting categories are aligned with ACT College and Career
Readiness Standards and other standards that target college and
career readiness.
Each reporting category also shows the ACT Readiness Range,
which allows students to see how their performance on each
reporting category compares to students who have met the ACT
College Readiness Benchmark for that specific subject. The range
corresponds to the predicted percentage that would be achieved by
a student whose score is at the ACT College Readiness Benchmark
on that subject test. The maximum value of the range corresponds
to answering all questions in that reporting category accurately.
The combination of reporting category scores and the ACT
Readiness Ranges provides educators and students with
information to more clearly show which areas require the most
additional assistance for further learning and intervention.
The ACT Readiness Ranges appear on the Student and High School
Score Reports. More information about the ACT Readiness Ranges
can be found on pages 7–8 of this handbook.

Content Covered by the English Test

The English section consists of several essays, or passages, each
accompanied by a set of multiple-choice questions (English items
appear alongside the essay, not after).
z Some questions refer to the passage as a whole. Others refer
to underlined or highlighted portions of the passage and offer
several alternatives to that portion. Examinees decide which
answer choice is most appropriate in the context of the passage.
z Many questions offer “No Change” to the passage as one of the
choices.

The English section puts examinees in the position of a writer

who makes decisions to revise and edit a text. Informational,
argumentative, and narrative essays are used to provide a variety
of rhetorical situations. These English passages are written by ACT
subject matter experts; topics are chosen for their appropriateness

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in assessing writing and language skills and to reflect students’

interests and experiences.
Four scores are reported for the English section: a score for the
section overall, and three reporting category scores based on
specific knowledge and skills.

Production of Writing
This category requires examinees to apply their understanding of
the purpose and focus of a piece of writing.

z Topic Development: Demonstrate an understanding of, and

control over, the rhetorical aspects of texts. Identify the purposes
of parts of texts, determine whether a text or part of a text has
met its intended goal, and evaluate the relevance of material in
terms of a text’s focus.
z Organization, Unity, and Cohesion: Use various strategies to
ensure that a text is logically organized, flows smoothly, and has
an effective introduction and conclusion.

Knowledge of Language
These questions require examinees to demonstrate effective
language use through ensuring precise and concise word choice
and maintaining consistency in style and tone.

Conventions of Standard English

These questions require examinees to apply an understanding
of the conventions of Standard English grammar, usage, and
mechanics to revise and edit text.

z Sentence Structure and Formation: Apply understanding of

sentence structure and formation in a text and make revisions to
improve the writing.
z Punctuation: Recognize common problems with Standard
English punctuation and make revisions to improve the writing.
z Usage: Recognize common problems with Standard English
usage in a text and make revisions to improve the writing.

Content Covered by the Mathematics Test

The mathematics section is designed to assess the mathematical
skills students have typically acquired in courses taken up to the
beginning of grade 12. All questions are self-contained.
The material covered emphasizes the major content areas that
are prerequisites to successful performance in entry-level courses
in college mathematics. Knowledge of basic formulas and

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computational skills are assumed as background for the problems,

but recall of complex formulas and extensive computation are not
required.
Note: Examinees may use a permitted calculator on the
mathematics section. For details about prohibited models and
features, see the ACT Calculator Policy on the ACT website (www.
[Link]/[Link]).
Nine scores are reported for the mathematics section: a score for the
section overall and eight reporting category scores based on specific
mathematical knowledge and skills.

Preparing for Higher Mathematics

This category covers the more recent mathematics that students are
learning, starting when they began using algebra as a general way
of expressing and solving equations. This category is divided into
five subcategories:

z Number and Quantity: Demonstrate knowledge of real and

complex number systems. Reason with numerical quantities
in many forms, including expressions with integer and rational
exponents, and vectors and matrices.
z Algebra: Solve, graph, and model multiple types of expressions.
Interpret and use many different kinds of equations, such as
linear, polynomial, radical, and exponential relationships. Find
solutions to systems of equations, even when represented by a
simple matrix equation, and apply results to real-world contexts.
z Functions: Demonstrate knowledge of function: definition,
notation, representation, and application. Use functions
including linear, radical, piecewise, polynomial, and logarithmic.
Manipulate and translate functions, as well as interpret and use
important features of graphs.
z Geometry: Apply knowledge of shapes and solids, using
concepts such as congruence and similarity relationships or
surface area and volume measurements. Apply understanding
to composite objects, and solve for missing values in triangles,
circles, and other figures. Use trigonometric ratios and equations
of conic sections.
z Statistics and Probability: Describe center and spread of
distributions. Apply and analyze data collection methods.
Understand and model relationships in bivariate data. Calculate
probabilities by recognizing the related sample spaces.

Integrating Essential Skills

This category focuses on measuring how well examinees can
synthesize and apply their knowledge and skills to solve more

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complex problems. The questions ask examinees to address

concepts such as:
z Rates and percentages
z Proportional relationships
z Area, surface area, and volume
z Quantities and units
z Using expressions to represent quantities and equations to
capture relationships
z Rational exponents
z The basics of functions
z Function notation
z Data analysis
z Average and median
z Expressing numbers in different ways

Examinees will solve non-routine problems that involve combining

skills in chains of steps, applying skills in varied contexts,
understanding connections, and demonstrating fluency.

Modeling
This category represents all questions that involve producing,
interpreting, understanding, evaluating, and improving models.
Each question is also counted in other appropriate reporting
categories above. This category is an overall measure of how well
you use modeling skills across mathematical topics.

Content Covered by the Reading Test

The reading section measures an examinee’s ability to read
closely, reason logically about texts using evidence, and integrate
information from multiple sources.
The questions focus on the mutually supportive skills that readers
must bring to bear in studying written materials across a range of
subject areas.
Specifically, questions will ask examinees to do the following:
z Determine main ideas
z Locate and interpret significant details
z Understand sequences of events
z Make comparisons
z Comprehend cause-effect relationships

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z Determine the meaning of context-dependent words, phrases,

and statements
z Draw generalizations
z Analyze the author’s or narrator’s voice and method
z Analyze claims and evidence in arguments
z Integrate information from multiple texts or formats

The reading section consists of passages, or pairs of passages,

accompanied by a sequence of multiple-choice items. Passages
include both literary narratives and informational texts from the
humanities, natural sciences, and social sciences. The passages
represent the levels and kinds of texts commonly encountered in
first-year college curricula.
Each passage is preceded by a heading that identifies the author
and source; it may also include important background information
to help examinees understand the passage. The questions do not
test the rote recall of facts from outside the passage or rules of
formal logic, nor do they contain vocabulary questions that can
be answered without referring to the passage context. In sections
that contain paired passages, some of the questions involve both of
those passages.
Four scores are reported for the reading section: a score for the
section overall, and three reporting category scores based on
specific knowledge and skills.

Key Ideas and Details

This category requires examinees to read texts closely to determine
central ideas and themes; summarize information and ideas
accurately; and understand relationships and draw logical inferences
and conclusions, including understanding sequential, comparative,
and cause-effect relationships.

Craft and Structure

This category requires examinees to determine word and phrase
meanings; analyze an author’s word choice rhetorically; analyze text
structure; understand the author’s purpose and perspective; analyze
characters’ points of view; interpret authorial decisions rhetorically;
and differentiate between various perspectives and sources of
information.

Integration of Knowledge and Ideas

This category requires examinees to understand authors’ claims,
differentiate between facts and opinions, and use evidence to make
connections between different texts that are related by topic. Some

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questions will require students to analyze how authors construct

arguments, and to evaluate reasoning and evidence from various
sources.

Visual and Quantitative Information in the

Reading Section
One passage may be accompanied by an element like a graph,
figure, or table that contains information relevant to the reading
task. In the passage containing these visual and quantitative
elements, some of the questions will ask examinees to identify or
interpret information from the graphic or integrate the information
from the passage and graphic to determine the best answer.

Content Covered by the Science Test

If an examinee is taking the science section, it will be administered
after the reading test. The science section measures the
interpretation, analysis, evaluation, reasoning, and problem-solving
skills required in the natural sciences. The section presents several
authentic scientific scenarios, each followed by a number of
multiple-choice questions.
The content includes biology, chemistry, Earth/space sciences (e.g.,
geology, astronomy, and meteorology), and physics. Advanced
knowledge in these areas is not required, but background
knowledge acquired in general, introductory science courses may
be needed to correctly answer some of the questions.
The science section focuses on multidimensional assessment, with
questions that assess science content in concert with science skills
and practices.
The questions require examinees to:
z Recognize and understand the basic features of, and concepts
related to, the provided information
z Examine critically the relationship between the information
provided and the conclusions drawn or hypotheses developed
z Generalize from given information to gain new information, draw
conclusions, or make predictions

Note: Examinees are not permitted to use a calculator in the

science section.
Four scores are reported for the science section: a score for the
section overall and three reporting category scores based on
scientific knowledge, skills, and practices.

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Interpretation of Data
This category asks examinees to manipulate and analyze scientific
data presented in scientific tables, graphs, and diagrams (e.g.,
recognize trends in data, translate tabular data into graphs,
interpolate and extrapolate, and reason mathematically).

Scientific Investigation
This category requires examinees to understand experimental tools,
procedures, and design (e.g., identify controls and variables) and
compare, extend, and modify experiments (e.g., predict the results of
additional trials).

Evaluation of Models, Inferences & Experimental

Results
These questions ask examinees to judge the validity of scientific
information and formulate conclusions and predictions based on
that information (e.g., determine which explanation for a scientific
phenomenon is supported by new findings).
The science section presents information in three formats:

z Data Representation: This format presents graphic and tabular

material similar to that found in science journals and texts. The
questions associated with this format measure skills such as
recognizing relationships among data in tables and graphs;
interpolation and extrapolation; and translating tabular data into
graphs.
z Research Summaries: This format provides descriptions of one or
more related experiments. The questions focus on the design of
the experiments and the interpretation of experimental results.
z Conflicting Viewpoints: This format presents two or more
explanations for the same scientific phenomena that, because
they are based on differing premises or incomplete data,
are inconsistent with one another. The questions focus on
the understanding, analysis, and comparison of alternative
viewpoints or hypotheses.

Writing Skills Measured by the Writing Test

If an examinee is taking the writing test, they will take the writing
section after all the multiple-choice sections they registered to take
(after either reading or science). A student’s score in the writing
section will not affect their scores on the multiple-choice sections or
their Composite score.

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The writing section is a 40-minute essay test that measures writing

skills—specifically, writing skills taught in high school English classes
and in entry-level college composition courses.
The section consists of one writing prompt that describes a complex
issue and provides three different perspectives on the issue.
Examinees are asked to read the prompt and write an essay in which
they develop their own perspective on the issue. The essay must
analyze the relationship between their own perspective and one
or more other perspectives. The examinee may adopt one of the
perspectives given in the prompt as their own, or they may introduce
one that is completely different from those given. The score will not
be affected by the perspective the examinee takes on the issue.
Five scores are reported for the writing section: a single subject-level
writing score reported on a scale of 2–12, and four domain scores
that are based on an analytic scoring rubric.

Ideas and Analysis

Students demonstrate their ability to analyze an issue and craft an
argument in support of their chosen perspective. Proficient writers
demonstrate understanding of the issue, audience, and purpose.
Analysis includes engagement with multiple perspectives, a focused
thesis, a relevant context, and implications, complexities, and
tensions.

Development and Support

Students explore ideas, offering rationales and examples to strengthen
their argument. Proficient writers elaborate upon ideas to help the
reader understand their thinking about the issue. Development and
support include reasoning, the significance of the argument, and
qualifications and complications.

Organization
Students organize ideas with clarity and purpose. Proficient writers
guide the reader through their argument. Organization includes a
controlling idea, logical order, and transitions.

Language Use and Conventions

Students use written language to facilitate and enhance the reader’s
understanding of the ideas in the essay. Proficient writers make
use of conventions while attending to audience, adjusting the
style and tone of their writing according to their purpose. Effective
communication relies on word choice, sentence structure, style and
register, and conventions.

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For more information about the enhanced ACT subject tests,

please refer to the applicable sections of the Preparing for
the ACT Test ([Link]
documents/[Link]).
The guide for legacy ACT testing can be provided by the school.

E. Sending Your Scores

A score report (including photo, if applicable) is automatically sent to
the high school the student reported when registration was completed
for the test. The school can then use this information for counseling,
evaluating the effectiveness of instruction, and planning changes and
improvements to their curriculum.
At the student’s direction, scores from this test date may also be
reported to the colleges listed in the report. Be aware that when a
student sends a report to a college that is part of a school system,
the college may share that score with other colleges in that system.
Institutions use student test scores along with high school grades,
academic preparation, out-of-class accomplishments, future plans,
and a variety of other factors to help identify applicants who can
benefit most from their programs. Colleges can use results on the ACT
to assist scholarship/loan agencies identify qualified candidates, place
students in first-year courses, and help students choose or develop an
appropriate program of study.
If a student entered a college code incorrectly or forgot to include one,
they can still send scores to other colleges. For additional information
about score reporting, please see the relevant sections on page 33
of this handbook. To explore student resources or to order additional
score reports, visit the ACT Test Scores page on the ACT website
([Link]

F. College and Career Planning

This section of the report provides information to help the student
consider occupations and college majors. The Career Connector
visually summarizes the student’s ACT Interest Inventory results and
lists occupations that align with the student’s interests.
This section, and the subsequent section on Interest-Major Fit,
are displayed only when the student has interpretable Interest
Inventory results and a choice of major they plan to enter. When
either is missing, text is displayed encouraging students to visit the
How to Prepare for College page on the ACT website ([Link]/
collegeplanning), to find answers to commonly asked college and
career planning questions.

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G. Interest-Major Fit Level Score

The student’s level of interest-major fit is displayed on an Interest-
Major Fit bar. Interest-Major Fit measures the strength of the
relationship between the student’s profile of ACT Interest Inventory
scores and the interest profiles of others in the student’s planned
major.
For additional information about what Interest Inventory scores show
and how they are calculated, please see page 17 of this handbook.
Note: Interest-Major Fit is not currently included in paper reporting.

H. Progress Toward the ACT National Career Readiness

Certificate
This indicator provides an estimate of the ACT National Career
Readiness Certificate (NCRC) that students who share this score
are likely to obtain on the NCRC assessments. The ACT NCRC is an
assessment-based credential that documents foundational work
skills important for job success across industries and occupations.
For more information, refer back to the NCRC section on
pages 9–11 of this handbook or visit the ACT WorkKeys
National Career Readiness Certificate (NCRC) page on the ACT
website ([Link]
act-workkeys/[Link]).

I. Student Resources
Information about college and career planning, retesting with the
ACT, and the Test Security Hotline.

High School Reporting

High school reports are delivered automatically to the high school on
record, through an online portal. Online reporting allows schools to
easily access report data for the ACT test at the student and district/
school level.
With online reporting, schools can:
z Gather specific data for either an individual or all students within a
school or district
z Review data using common analytics such as summary statistics,
frequencies, cross-tabs, and scatterplots
z Create graphical views of summary-level information
z Save custom reports
z Print deliverables such as labels and full student reports

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For more information about high school reporting, please refer to

page 40 of this handbook.

High School Score Label

High schools have the option to download and print score labels (as
shown in Figure 5) from their online reporting account.
Scores may be included on transcripts (either electronically or using
the score label), with student and/or parent/guardian permission and in
accordance with local policies.
Colleges and scholarship agencies receiving scores via high school
transcripts should be aware that such scores are considered unofficial.
Score changes and/or cancellations may occur after the time scores
have been placed on the transcript.
Score labels show the student’s name, ACT-assigned ID (beginning with
a dash), date of birth, four multiple-choice test scores, Composite score,
cumulative percent for the Composite score, and test date. Test location
is also shown for State testing. If the student took the ACT writing test,
the label also includes a writing score.

Figure 5. Sample ACT high school score label

High School Profile Service

Each fall, schools with ACT-tested graduates receive ACT Profile Reports.
These reports focus on the performance, course selection, and college
readiness of the most recent ACT-tested graduating class.

High School Report

A High School Report is generated if the student provides valid high
school information when registering or testing.
A sample ACT High School Report is shown in Figure 6. The main data
elements not already described in the Student Report are described in
the following pages.

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 ACT Reports and Services

F
D

E
PL
M
SA
B
A

Figure 6. Sample ACT High School Report

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 ACT Reports and Services

J
E I
PL
M
SA

Figure 6. Sample ACT High School Report (continued)

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 ACT Reports and Services

A. Student Information
This section provides personal identifying information about the
student and includes name, mailing address, graduation year, date
of birth, gender, test date, high school code, and high school name
provided at the time of registration or testing. In addition, test
location is shown for State testing.

B. Student ACT Scores

See the Student Report section, item B (page 46).

C. Detailed Results
Each reporting category also shows the ACT Readiness Range,
which will enable students to see how their performance on each
reporting category compares to students who have met the ACT
College Readiness Benchmark for that specific subject.
The combination of reporting category scores and the ACT
Readiness Ranges provide educators and students with information
to more clearly show which areas require the most attention for
additional learning and intervention.
The ACT Readiness Ranges will appear on the Student, High School,
and College Score Reports. For more information, see Item D in
the Student Report section (page 47) or the College and Career
Readiness Standards section (pages 9–11).

D. Student Photo
This area will display one of the following:
z A photo of the student
z A silhouette, with text reading:
“ACT-Approved Exception Photo Not Required.”
z No photo, with text reading: “Intentionally Left Blank”
The presence of the student photo provides high schools with an
additional piece of information to confirm student identity. As the
high school staff know students best, ACT relies on and urges high
schools to ensure that the photo matches the student named
on the score report and that any ACT-approved exceptions due
to seriously held religious convictions are reasonable based the
school’s knowledge of the student. Please report any inconsistencies
using the Inquiry Form on the ACT website ([Link]/aap/scores/
inquiry).

E. Ranking Results
See the Student Report section, item C (page 47).

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F. Progress toward the ACT National Career Readiness

Certificate
See the Student Report section, item H (page 57).

G. ACT Interest Inventory Scores

ACT Interest Inventory results are reported as standard scores, with
a mean of 50 and a standard deviation of 10. These scores are listed
and displayed on a bar graph.
This section, and the two sections that follow, are displayed only
when the student has interpretable Interest Inventory results and
a choice of major they plan to enter. When either are missing, text
describes the How to Prepare for College page on the ACT website
([Link]/collegeplanning), designed to provide students with
college and career information.
For additional information about what Interest Inventory scores
show and how they are calculated, please see the ACT Interest
Inventory section on pages 15–20 of this handbook or the ACT
Interest Inventory Technical Manual ([Link]
dam/act/unsecured/documents/ACT-Interest-Inventory-Technical-
[Link]).

H. Self-Reported Planned Educational Major and Occupation

These are selected by the student from a list of nearly 300 major and
occupation titles, as well as self-reported level of certainty of these
plans.

I. Interest-Major Fit Level Score

Interest-Major Fit measures the strength of the relationship between
the student’s profile of ACT Interest Inventory scores and the interest
profiles of others in the student’s planned major.
To help students consider a wider range of personally relevant options,
this part of the score report lists several majors and occupations related
to the major and occupation the student is considering.
For additional information about what Interest Inventory scores show
and how they are calculated, please see the ACT Interest Inventory
section on pages 15–20 of this handbook or the ACT Interest
Inventory Technical Manual (linked above). Note: Interest-Major Fit is
not currently included in paper reporting.

J. Needs Help With

Self-reported educational needs and interests are shown here.

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College Reporting

The Encoura Platform

Encoura provides a unified platform that supports students, educators,
and institutions through integrated assessment, enrollment, and
research solutions. Encoura offers a comprehensive suite of services
designed to:
z Help students plan for college and careers
z Equip institutions with actionable insights
z Foster meaningful connections between students and higher
education

Encoura serves as the critical link between prospective students and

higher education institutions. Encoura’s research division, Edventures,
provides industry insights year-round to guide the latest enrollment,
demographic trends,and innovations in program planning and
business model strategy. The Encoura platform also leverages the
power of Encourage, the holistic exploration and planning resource that
empowers secondary students to understand their post-high school
choices and helps them make informed decisions on their journeys.

ACT Score Reports

Backed by robust industry knowledge and insights, Encoura has
evolved to better support the growing needs of students, institutions,
and families as the higher education landscape continues to change.
The ACT College Score Reporting Service has been updated to be more
flexible and efficient by delivering ACT Score Reports electronically via
the Encoura platform – higher ed’s app-based platform for enrolling
your best fit students. Now you can:
z Provide access to as many teammates as needed
z Access score reports files on-demand for up to 12 months
z Set email notifications to alert you when new score reports have
arrived
z Automatically download new score reports with the Encoura API
z Easily find previously sent score reports using ACT Score Search

Participating institutions, scholarships, and talent placement

organizations can access the ACT College Score Reporting Service in
Encoura at no cost.
Learn more more about the Encoura Platform on the Encoura website
([Link]

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Freshman Class Profile Report

Each year ACT® publishes the Freshman Class Profile Report for each
college or university that meets the following parameters:
z The school must send their Enrollment data to the National Student
Clearinghouse by November 1 each grad year
z The school must have at least 25 ACT score senders enrolled at the
institution (based on a match to the National Student Clearinghouse
data)

The report will provide valuable insight into the students who sent ACT
Scores to your institution by allowing you to see the aggregated records
broken down by data elements critical in your enrollment planning.

Section I—Recruitment/Admissions
Data summarized in Section I (Recruitment/Admissions) is self-reported
by students and captured during the ACT test registration process.
Data reflects the information provided by the student on their latest
test taken including data elements such as college choice, in-state/
out-of-state residence, parent education, ethnicity, college attribute
preferences, and high school details including GPA and class rank. In
addition, you’ll see a list of top feeder high schools and competitors
based on score sending behavior.
Throughout the report, you’ll see the total number of students in each
category (including percent and average ACT Composite score), the
details of enrolled students, the details of non-enrolled students, and
the enrolled yield for each data point.

Section II—Academic/Student Support Services

Data in this section offers insight into factors which, in addition to
recruitment insights, have the potential to impact academic or student
support efforts. There is great value to students and institutions when
these data are integrated - beyond recruitment - into intervention
and advising initiatives. Data points include educational aspirations,
intended major, expectations for financial aid and work in college,
special assistance the student expects to need in college, and
extracurricular plans.

Section III—ACT Test Score Distribution/Course Sequence

This section provides a deep dive into the scores received by your score
senders, an overview of high school coursework, as well as an analysis of
student test performance relative to ACT college readiness benchmarks.
Students who meet ACT college readiness benchmarks have a 75
percent chance of achieving a C or better or a 50 percent chance of
a B or better in corresponding college coursework. ACT readiness

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benchmarks are fully explained at [Link]/content/act/en/college-

and-career-readiness/[Link].

College admissions officers are an important part of the ACT test

security process. ACT welcomes and appreciates inquiries from
admissions officers who have noticed discrepancies between
an examinee’s performance on the ACT and other aspects of the
student’s academic profile. If you see ACT scores that appear
inconsistent, please report your concerns using the Inquiry Form
on the ACT website ([Link]/aap/scores/inquiry).

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Uses of ACT Data

Confidentiality
All recipients of ACT data and student information are reminded that
they are responsible for protecting the confidentiality of that information
in accordance with applicable laws and institutional policies.

High School Uses of ACT Data

Administrators, teachers, and counselors have developed many
innovative ways to help students use their ACT results in planning
for college and careers. ACT scores are estimates of an examinee’s
true performance levels on the tests. These scores should be treated,
on an individual and group basis, as general indicators of strength
and weakness. Students should be reminded that colleges use other
information in addition to ACT scores to make selection, placement, and
scholarship decisions, and that all of this information, taken together,
provides a more holistic picture of their performance.

Discussing ACT Results in Educational and

Career Counseling
From the ACT student record, district and school personnel will find
valuable information to assist them in their duties.
Group sessions can be offered for students considering similar
vocations, colleges, or educational programs. Other group sessions
might be offered for students interested in topics, such as choosing a
major.
Students should consider many factors as they choose a college major
or eventual occupation. Interests and educational development are
important, but so are work values, length of time the student is willing
to spend in training, the likelihood that the student will be able to find
employment in the chosen field, etc.
Because every student and every counselor is unique, there is no single,
right way to use ACT results. However, there are questions the ACT

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 Uses of ACT Data

Student Report can help answer to provide guidelines for group and
individual discussions, such as:
z Has the student read the score report, including the information not
related to test results? Does the student seem to understand the
information and how to use it?
z Has the student shared their ACT scores and other results with
parents/guardians sought parent/guardian advice about making
plans for the future, or discussed financing further edu­­cation, etc.?

Career Planning
Has the student made tentative educational and career plans? If so,
have the following been discussed with the student:
z Are the plans based on realistic factors such as educational
development and interests, or are they influenced by factors such as
parent/guardian expectations and gender-role stereotypes?
z Are the student’s educational major, degree objective, and career
plans consistent?
z Do the student’s levels of educational development (as indicated by
high school grades and ACT scores) support their educational and
career plans?
z Do the student’s interests support the educational and career plans?

Are more possibilities for educational and career plans suggested by:
z Differential levels of educational development, as indicated by
grades, test scores, and reporting categories?
z ACT Interest Inventory scores?
z Actual or planned extracurricular activities?

Side 2 of the ACT High School Report is based on the student’s self-
reported plans and ACT Interest Inventory results. If there is reason
to believe that plans or interests have changed, students should be
encouraged to update their information through their MyACT account
and incorporate these changes into the decision-making process.

College Planning
z Has the student identified colleges appropriate for their level of
educational development, as indicated by high school performance
and ACT scores?
z Do the chosen colleges offer the student’s preferred program of
study? What percentage of each college’s students are enrolled in
that area? If the program is not available, how does the student plan
to resolve this discrepancy?
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 Uses of ACT Data

z Is the student aware of any inconsistencies between the stated

preferences for type of college and the characteristics of the schools
considered such as location, type, cost, or size?
z What cost limitation does the student indicate? Is the student aware
of hidden costs, such as the cost of travel to a college distant from
home? If a selected school costs more than the student and family
can pay, does the student plan to seek financial aid? If so, does time
remain to do so, and are additional application materials needed?

Using ACT College Readiness Benchmark Scores in

College Planning
In the past, ACT worked with colleges to help them develop guidelines
for placing students in courses that are appropriate for their level of
achievement, as measured by the ACT tests. In doing this work, ACT
has gathered course-grade and test-score data from a large number of
first-year students, across a wide range of postsecondary institutions.
These data provide an overall measure of what it takes to be successful
in a typical first-year college course. Data from 214 institutions and
more than 230,000 students were used to establish the ACT College
Readiness Benchmark Scores, which are weighted median ACT scores
associated with student success in a college course.
For more information about how ACT College Readiness Benchmark
Scores are determined, please see the ACT College Readiness
Benchmarks section that begins on page 10 in this handbook.

Information About Colleges

Although this section is based on data provided by colleges, students
should check the latest college catalogs for possible changes. Where
information is missing (indicated with dashes [--]), the college does not
have the information on record.
A. College ACT Code, Name, and City/State location
B. The student’s chance (out of 100) of attaining a first-year GPA of B
or higher at each college. The chance values are based on college-
specific regression equations generated by the ACT Admissions
Service. Note: Only colleges that participate in the service will have
this information.
C. A comparison of the student’s ACT Composite score to the Composite
scores of current students at each college. The shaded bar represents
the 1–36 ACT score scale, with a darker shaded section showing
the score range of the middle 50% of current students. The vertical
dashed line indicates the position of the student’s score on the scale.
D. The average high school GPA of students currently enrolled at each
college, reported on a four-point scale

68
 Uses of ACT Data

E. Average high school class rank of current students for each of the
student’s college choices, reported in percentiles
F. Percentages of first-year students receiving need-based and merit-
based financial aid at each college

College Uses of ACT Data

Most ACT College Report data is sent electronically to colleges and
agencies. This information can be used in a variety of ways to help
students in the transition from high school to college.
ACT information can be a valuable tool in admissions and orientation,
course sectioning and student placement, allocation of financial aid,
academic advising, student retention and tracking, and other student
personnel services. Some of these uses of ACT data are discussed on the
following pages.

Dissemination of Data to Campus Offices

An examinee’s electronic ACT record contains information of interest
to virtually all college offices and departments. Because few offices or
departments need the entire student record, it is common practice for
the college’s designated score recipient to pull certain data elements
from the record for use by other college officials.
From the ACT student records, a variety of reports can be prepared
for campus offices that need to know about the characteristics and
enrollment plans of prospective applicants. For instance, residence life
officials from a particular school might need first-year housing plans
of students who designated that college their first or second choice.
Admissions personnel, on the other hand, might want a list of students
who had their scores sent to the college. Other campus offices might
need to identify students who expressed a need for assistance in a
particular area.

Scores of Older Students

According to research done at ACT, the ACT scores of older students
(adult learners) predict their performance in college, but their scores
should be interpreted differently from the scores of high school
students (ACT Research Report No. 2000-9, [Link]
content/dam/act/unsecured/documents/ACT_RR2000-[Link]). Research
suggests that older students tend to be more motivated and, on
average, earn better grades in college than younger students. Colleges
should bear in mind that scores obtained more than five years earlier
almost certainly do not reflect the student’s current level of educational
development.
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 Uses of ACT Data

ACT Recruit Me
This language about ACT Recruit Me (formerly Education Opportunity
Service, or EOS), is provided as it is presented to the examinee in MyACT:

ACT Recruit Me helps colleges understand your interests and can

improve your scholarship opportunities!
Benefits of ACT Recruit Me:
z Be discovered by your best-fit colleges
z Find financial resources to help make college affordable
z Discover college and career-related planning resources

Opt in to be a part of ACT’s free program to share your MyACT

information, including contact details, demographics, interests, and
ACT score range to connect you with college, scholarship, and other
educational and career-related resources and opportunities that
match your background and your interests.
z Yes, I would like to connect!
z No, I am not interested in connecting.

Note: If you do not want your race or ethnicity to be shared

through your opt in to ACT Recruit Me, do not provide the
information in MyACT or as part of your registration for ACT’s
products or services. Even if you opt in, we will not share your
information if your state, school district, or country of residence
does not allow it.
Here’s how it works:
If you respond ‘Yes,’ we provide information about you to colleges,
universities, financial aid agencies, scholarship agencies, education
and military government agencies, and organizations that
offer educational, civic engagement, extracurricular, and career
opportunities, products, and services. There is no cost to you, as
these organizations typically pay for this service, and you can opt
out at any time by visiting the Opting Out of ACT Recruit Me page
on the ACT website ([Link]
and-services/the-act/[Link]).
The following information about you will be shared by ACT and
Encoura: your name, address, gender, high school, email address,
date of birth, year of high school graduation, racial/ethnicity
background, intended college major, and career interests. In
addition, any information you choose to provide in the My Profile
section and a range your ACT scores fall within may be shared.
Participating organizations have all agreed to use your information
only for the purpose of sharing information about their programs.

70
 Uses of ACT Data

Recruitment and Admissions

Most colleges are interested in recruiting students with desired
characteristics and find the ACT College Report data helpful. Such ACT
information as test scores or planned college major, might be helpful in
identifying and contacting students with desired characteristics.
A college may use ACT data to prepare a series of communications
to prospective students. These communications can be personalized
by relating specific information from the student’s ACT record to
programs and opportunities offered by the college. By using the High
School Course/Grade Information, the communications can pinpoint
specific curricular areas in which the student may benefit from further
development and encourage the student to take the coursework
necessary to improve in these areas. The communications can be
designed to appeal to an examinee’s interest in particular educational
opportunities and to maintain that interest during the admission cycle.
Simplifying the Admissions Process
The ACT data collection method has been carefully designed and
structured to include the information typically used by colleges in
the admissions process. Many colleges find it beneficial to establish
a prospective student admission record as soon as the ACT College
Report data arrive. The extensive data provided by ACT have led many
institutions to use the ACT student data to populate a personalized
application for admission for each student.

The Admission Decision

With test scores in English, mathematics, reading, science, ELA, and
STEM, the ACT can provide data useful for evaluating an examinee’s
educational development. The availability of US ranks enhances the
utility of these data.
Presented as cumulative percentages (the percent of students scoring
at or below a given score), ranks are reported for each of the multiple-
choice tests. The US ranks are determined by comparing the most
recent ACT scores of high school seniors who graduated during the
previous three years and who tested in grades 10, 11 or 12 on a national
or state test date.

71
 Uses of ACT Data

Course Placement
Placing students into courses for which they are academically prepared
fosters success. Underprepared students who are incorrectly placed
in standard-level courses are more likely to experience higher levels
of frustration and failure, while better-prepared students who are
incorrectly placed in developmental courses may not only waste time
and money, but could also miss out on the intellectual rigor that college
courses have to offer.
An effective placement test should measure the skills and knowledge
necessary to succeed in a particular course. By design, the ACT fits
this description. The ACT tests measure the skills and knowledge that
have been identified by curriculum experts as essential for success
in postsecondary education, and that are typically taught in college
preparatory courses in high school. Research using grades from over
250 institutions has shown that ACT scores can provide accurate
placement recommendations in a wide variety of course types.
Using ACT scores for placement can reduce the amount of time
and expense in administering, scoring, and reporting local tests. For
example, ACT scores can be used as an initial screen to determine the
students who are likely to succeed in a course and those who will likely
need more academic preparation. Local tests could then provide more
information for the subset of students who are near the cutoff score or
decision point.
Selecting cutoff scores that lead to accurate placement is not an easy
task. Using college course-grade data, ACT has identified cutoff scores
(see Table 3) that typically give the highest percentage of correct
decisions in several subject areas. These cutoff scores can be used as
guidelines for setting initial cutoff scores at an institution. Because
course content and grading policies can differ across institutions, the
effectiveness of the initial cutoff scores should be evaluated at some
point.

72
 Uses of ACT Data

Table 3. ACT Cutoff Score Guide for Placement in First-Year

College Courses

Course Type ACT Test Score Needed for 50%

Chance of B or Higher
English Courses
Standard Composition English 18
Advanced Composition English 19
Mathematics Courses
College Algebra Mathematics 22
Statistics/probability Mathematics 21
Pre-Calculus Mathematics 24
Trigonometry Mathematics 24
Calculus Mathematics 27
Social Science Courses
American History Reading 23
Other History Reading 23
Psychology Reading 22
Sociology Reading 21
Political Science Reading 22
Natural Science Courses
Biology Science 23
Chemistry Science 26
Note: Cutoff scores have been weighted to reflect the national
population of high school graduates. This table summarizes ACT
cutoff scores for placement in different types of first-year courses. A
cutoff score is the minimum score for which ACT estimates that an
examinee has a 50% chance of earning a B or higher in a particular
type of course. These cutoff scores are typical results from ACT user
institutions that participated in the Course Placement Service or
other ACT Research Services through the 2013–2014 academic year.
You can use the scores as initial estimates for your own institution.

English Course Placement

English is a subject area that often requires placement of first-year
students into one of three levels: advanced, standard, or developmental.
The ACT English test has been shown to provide useful information for
this purpose, and the ACT writing test can augment the ACT English
test for making placement decisions.

73
 Uses of ACT Data

Placement in Other Courses

ACT scores can also be used for placement into other courses.
Institutions have used the ACT mathematics test for placement into
courses ranging from elementary algebra to calculus, and the ACT
science test for biology, chemistry, and physics. The ACT reading test
has been used for placement into college-level courses with substantial
reading loads such as history, psychology, and sociology.

Academic Advising
One of the most important elements of a successful academic advising
program is a good information base. ACT data are an excellent source of
information about advisees. Available before the student’s enrollment
and advising conference, the data present a comprehensive picture of
an examinee’s needs, interests, academic background, and educational
development. Meant to provide advising leads and points of departure,
ACT data are easy to use and interpret and can be especially helpful in
identifying patterns of consistency and inconsistency.
Helping students simultaneously plan academic programs, select
curricula, and make other educational and vocational decisions can be
challenging. Because ACT data relate to common advising concerns,
an understanding of the information provided can contribute to the
effectiveness of even the most experienced advisor. ACT data can
help answer questions first-year students are likely to ask, such as the
following:
z Can I succeed in college?
z In which subjects might I expect to do well?
z In which courses might I expect to have trouble?
z How heavy an academic load should I carry?
z What should I major in?
z What occupations emphasize work activities similar to those I prefer?
z In what areas do I need help?

By studying the scores and other information on the student’s

individual report and ACT Interest Inventory results, the advisor can
analyze the educational development of the student and relate it to
the local college situation. The stu­dent’s high school grades, ACT test
scores, and US and institutional ranks should be examined. Low grades
in high school and low ACT scores show the student and the ad­visor a
consistent pattern of low achievement and signal academic difficulties
could lie ahead. Conversely, if high school grades are superior and ACT
scores are high, the student should be encouraged to maintain their
present level of accomplishment.

74
 Uses of ACT Data

High school grades, ACT test scores, and the number of years each
subject was studied in high school should be checked for consistency.
If, for example, an examinee has studied mathematics in high school
for only one year and received a grade of C, it is not realistic to expect
the ACT mathematics test score to be high. On the other hand, if an
examinee has studied mathematics for four years in high school and
reports a high school grade of A, it would be expected that the ACT
mathematics test score would be high. If the three indices mentioned
above are not consistent, possible explanations should be explored with
the student.
Such information is provided to students to encourage them to look at
their educational development in a realistic manner and then to focus
on activities holding some promise for success. The following are three
important cautions:
z The ACT tests measure educational development and do not reflect
innate ability or aptitude. Performance is influenced by the student’s
educational experience up to the time of testing.
z ACT scores and high school grades are not the only factors related to
academic success in college. Interest, motivation, values, and study
habits are other variables.
z Minor differences among scores should not be overinterpreted.

Interest-Major Fit
The Interest-Major Fit level is shown by shading in one of the three
(Low, Medium, High) sections of the Interest-Major Fit bar. This fit level
is derived from two data elements collected from students during ACT
registration: 1) the student’s ACT Interest Inventory scores, and 2) the
student’s planned college major chosen from a list of nearly 300 major
titles.
For more information about Interest-Major Fit, please see the relevant
section on page 17 of this handbook.

US Ranks
The College Score Report contains ACT test scores and US ranks based
on the most recent scores of high school seniors who graduated during
the previous three years and tested in grades 10, 11, or 12 on a National or
State test date.
For more information about US ranks, please see the applicable section
on page 11 of this handbook or visit the ACT Test Scores page on the
ACT website ([Link]/the-act/scores).

75
References
ACT. (2023). The ACT Interest Inventory Technical Manual. Retrieved
from [Link]
[Link]
ACT. (2013). College Choice Report Part 3: Persistence and Transfer. Iowa
City, IA: ACT.
ACT. (2018). ACT Higher Education Research Digest. Iowa City, IA: ACT.
Allen, J., & Robbins, S. B. (2008). Prediction of college major persistence
based on vocational interests, academic preparation, and first-year
academic performance. Research in Higher Education, 49, 62–79.
Allen, J., & Robbins, S. (2010). Effects of interest-major congruence,
motivation, and academic performance on timely degree attainment.
Journal of Counseling Psychology, 57, 23–35.
Holland, J. L., Whitney, D. R., Cole, N. S., & Richards, J. M., Jr. (1969). An
empirical occupational classification derived from a theory of
personality and intended for practice and research (ACT Research
Report No. 29). Iowa City, IA: ACT.
Holland, J. L. (1997). Making vocational choices (3rd ed.). Odessa, FL:
Psychological Assessment Resources.
Mattern, K., Radunzel, J., Bertling, M., & Ho, A. D. (2018). How should
colleges treat multiple admissions test scores? Educational
Measurement: Issues and Practice, 37(3), 11–23.
Nye, C., Su, R., Rounds, J., & Drasgow, F. (2012). Vocational interests and
performance: A quantitative summary of over 60 years of research.
Perspectives on Psychological Science, 7, 384–403.
Prediger, D. J. (1982). Dimensions underlying Holland’s hexagon: Missing
link between interests and occupations? Journal of Vocational
Behavior, 21, 259–287.
Prediger, D. J. (1996). Alternative dimensions for the Tracey-Rounds
interest sphere. Journal of Vocational Behavior, 48, 59–67.

76
 References

Prediger, D. J., & Swaney, K. B. (2004). Work task dimensions underlying

the world of work: Research results for diverse occupational
databases. Journal of Career Assessment, 12(4), 440–459.
Tracey, T., & Robbins, S. (2006). The interest-major congruence and
college success relation: A longitudinal study. Journal of Vocational
Behavior, 69, 64–89.

77
College Admission Application Fee Request for Waiver or Deferral

REQUEST FOR WAIVER OR DEFERRAL

College Admission Application Fee
IMPORTANT: This form must be signed by both the student and an authorized high school official.
Directions to high school official: Photocopy Directions to student: Send this completed
this page and complete the form for individual form along with your college application to
students for whom payment of the admission the institutions to which you wish to apply.
application fee will be a hardship. Note: Individual institutions may consider the
request but are not obligated to waive or defer
payment.

To: Director of Admissions

Printed Name of College/University

Printed Name of Student

High school official’s statement: Please Student’s statement: Please consider waiving
consider waiving or deferring payment of or deferring payment of my college admission
the college admission application fee for application fee. I certify that I meet the
the student named above. This student has guidelines for economic need required for a
applied for a waiver of the ACT® test fee on waiver of the ACT test fee. Furthermore, I agree
the basis of one or more of the indicators of to adhere to all policies your institution may
economic need adopted by ACT. Based on my have related to waiving or deferring the college
knowledge of the student’s circumstances, I admission application fee.
believe that payment of the college admission
application fee would be a hardship.
Signature of Student

Signature of High School Official

Student ID Number (optional)

Printed Name of High School Official

Student Street Address

Printed Name of High School

Student City State ZIP Code

High School Phone

Student Email

Do not use this form to request a waiver of ACT test fees; do not send this form to ACT.

© 2026 by A‌C‌T Education Corp. All rights reserved.  FT00004.CJ20082

78
How to Contact ACT
Areas of Operation
Use the table below to determine whom to contact with your questions.

Then you’re And their

If you are calling calling this And their phone
about … area at ACT … hours are … number is … And their email address is …
College and high Research Services 8:30 a.m.–5:00 p.m. 319.337.1111 N/A
school yearly profile
reporting
Student registration Customer 8:00 a.m.–8:00 p.m. 319.337.1270 [Link]/
and scores, photos, or Support contactus
policy questions
How to sign up for an ACT Recruit Me 8:30 a.m.–5:00 p.m. 319.337.1350 ACT-EOS@[Link]
account or questions
about recruitment
Questions or See Notes below See Notes below See Notes [Link]/
complaints about below contactus
a test center or
condition
Ordering test On-Demand 8:00 a.m.–5:00 p.m. 800.553.6244, ACT-Residual@[Link]
materials, or Testing ext. 1536
administering an (colleges only)
on-campus test with
accommodations
High School Helpline NA NA 319.337.1320 [Link]@[Link]
Suspected irregularity Test Security 8:30 a.m.–5:00 p.m. 855.382.2645 [Link]
related to ACT score (US and
integrity, someone Canada only)
having access to
tests in advance,
sending another
person to test in their
place, or copying
someone else’s
answers (concerns
may be reported
anonymously)
Students testing with Test 8:30 a.m.–5:00 p.m. 319.337.1332 actaccom@[Link]
accommodations Accommodations

Note: To submit a complaint, tell us what happened by email before calling; we will
automatically initiate an investigation upon receiving your message if sent within two
weeks of test experience.
All hours of operation are Monday–Friday, Central time.

79
NATIONAL TEST DATES
US, US Territories, and Puerto Rico

2025|2026

Test Dates Regular Registration Late Registration Photo Upload and

Deadline Deadline Standby Deadline
September 6, 2025 August 1 August 19 August 29
October 18, 2025 September 12 September 30 October 10
December 13, 2025 November 7 November 24 December 5
February 14, 2026 January 9 January 23 February 6
April 11, 2026 March 6 March 24 April 3
June 13, 2026 May 8 May 29 June 5
July 11, 2026 (see Note below) June 5 June 24 July 3

Note: No test centers are scheduled in New York for the July test date.

For State testing and District testing, please refer to your ACT-hosted web page to see
2025–2026 test dates and deadlines.
ACT My Answer Key for the 2025–2026 testing year will occur in September, December, and
February. For more information, visit the ACT My Answer Key page on the ACT Website (https://
[Link]/content/act/en/products-and-services/the-act/scores/[Link]).

[Link]