Updated December 10, 2025
10 of the Hardest ACT Reading Questions (With Expert Solutions)
Bonus Material: ACT Score Ranges for 750+ Schools
What are the hardest question types on ACT Reading?
That varies widely from student to student. But in our experience over 20 years of preparing students for the ACT, there are a few question types that tend to cost a lot of test-takers valuable points.
And especially if you’re aiming for a perfect score, those are the questions you want to focus on in the last phase of your test prep.
Below, you’ll find 10 of the hardest ACT Reading questions we’ve seen students struggle with — along with step-by-step solutions, strategy breakdowns, and the exact reasoning you’ll need on test day.
And if you’re curious what ACT Reading score you should be aiming for in the first place, we lined up the 25th, 50th, and 75th percentile scores at hundreds of schools so you can see what it takes to be a competitive applicant. Find the schools on your list in the free download below!
Jump to section:
What are the Hardest Topics on ACT Reading?
Paragraph and Sentence-Level Questions
#1: Function of a Paragraph
#2: Purpose of a Sentence
#3: Cause and Effect
#4: “If-True” Evidence
#5: Using Charts
Full-Passage Questions
#6: Word in Context
#7: Author’s Opinion
#8: Inference
#9: Use of a Phrase
#10: Overall Tone
Key Strategies for ACT Reading
Next Steps
What are the Hardest Topics on ACT Reading?
While the ACT test makers offer a long list of skills you’ll need for ACT Reading, most of the categories are broad and hard to pin down. The best way to determine the hardest topics for you is to take a couple of practice ACT Reading sections and notice where you’re dropping points.
In our experience, the hardest questions for many students tend to be the ones that involve more analysis: recognizing connections between multiple parts of a text, making inferences about the author’s viewpoint, and analyzing the logical structure of the text.
Whatever the question, remember that the answer can always be found in the passage. ACT Reading will never ask you for outside knowledge on the passage’s topic. That means that you should always be able to point to evidence for your answer in the text!
We’ve lined up more key strategies for ACT Reading below, so keep those on hand while you work through the questions below.
With these tips in mind, let’s move on to some of the hardest ACT questions.
Paragraph and Sentence-Level Questions
On the ACT, you’ll answer questions based on a whole passage, although many questions will tell you to focus on a specific line or paragraph.
We’ll start with a few questions where we’ve identified the relevant section for you. Then we’ll move on to questions based on an entire passage. (The source for the next few questions is “Africa’s Other Elephant Is Fading Fast,” an article by Ed Yong published in The Atlantic in 2017.)
#1: Function of a Paragraph
In the context of the passage, the main function of the first paragraph is to:
A. establish the critical situation of forest elephants as a species by highlighting their rapid decline in a key sanctuary.
B. provide a detailed biological overview of the forest elephant species and its differences from the savanna elephant.
C. introduce the primary cause of the forest elephants’ decline by describing the economic motivations of poachers.
D. illustrate the vastness and impenetrability of the Minkebe forest as a way to explain why elephants were once safe there.
Why this question type can be hard → It requires you to understand two different things: 1) what the paragraph (or phrase) actually says and 2) why the author includes this information. You have to ensure your answer choice answers both of those questions.
Here’s the first paragraph of the passage:
When Richard Ruggiero first saw the gold mine from the air, he was reminded of one of Dante’s circles of hell. In the midst of Gabon’s Minkebe National Park—a huge, protected, 3,000-square-mile area—there was “a gaping hole in the forest more than half a mile wide and long.” On the ground, the mine was a “noisy, crowded, polluted, lawless confusion”—a hub of 6,000 miners, drugs, and arms trafficking. And amid the chaos, Ruggiero and colleagues found caches of ivory, high-caliber weapons, and huge, grey carcasses. That’s when they knew that the forest elephants of Minkebe were in trouble.
Several strategies can be useful here.
- Predict the answer. The first and last sentences of the paragraph are usually where you’ll find the topic sentence, so zoom in on those. The last sentence says that “the forest elephants […] were in trouble,” so you can predict that the answer has something to do with the elephants’ bad situation.
- Eliminate answer choices.
Luckily, there’s a very helpful shortcut for questions like these: start with the first phrase of each answer choice.
The answer choices are long, but if you start with the initial phrases, you’ll have all the information you need:
A. establish the critical situation
B. provide a detailed biological overview
C. introduce the primary cause
D. illustrate the vastness and impenetrability
There’s no biological overview, and we don’t get into the causes of the elephants’ problems, so we can cross off B and C.
The author does illustrate the vastness of the forest, but it’s not the main function of the paragraph. The topic sentence instead focuses on the elephants’ situation.
Answer: A.
Wondering how to set your goal score on ACT Reading? Here’s the most recent data on how admitted students at over 500 schools scored, so you can see what you need at your goal schools.
#2: Purpose of a Sentence
In the context of the passage, the statement that “other studies had overestimated the loss” can best be described as:
A. a claim asserted by several researchers but contradicted by the passage author.
B. a fact the speaker supports by citing the specific percentage of the population lost.
C. a reasoned judgment based on the passage author’s understanding of ecological fieldwork.
D. an incorrect statement that is disproven by evidence.
Why this question type can be hard → This question requires you to identify the rhetorical function of a specific statement, which involves analyzing the author’s tone and point of view. You need to determine what kind of statement it is (like a fact, an opinion, a judgment) as well as how the author of the passage treats it—specifically, whether they support it with evidence or not.
Here’s the paragraph from the passage that includes the statement.
They estimated that in 2004, there were between 32,800 and 35,400 elephants in Minkebe. But in 2014, there were just 6,500 to 7,400 left. In just one decade, poachers had killed around 25,000 forest elephants—between 78 and 82 percent of the park’s population. “It was an enormous shock,” says Poulsen. “To be quite honest, I would have guessed that other studies had overestimated the loss. I was expecting a decline, but I didn’t expect it to be that high.”
Several strategies are key here.
- Use transition words to trace the structure of the passage.
The most important transition word here is “but.” In the first 2 sentences, it shows a contrast between the 2004 and 2014 elephant populations. In the last sentence, “but” shows a contrast between the researcher’s expectation (a decline) and reality (a huge decline).
- Predict the answer. The sentence we’re looking at comes right after the numbers illustrating the decline in the elephant population, and it comes before a sentence noting that the decline is bigger than expected. So we’re looking for an answer that notes the researcher changed his mind based on the available evidence.
- Eliminate answer choices.
Choice A is incorrect because we don’t get the passage author’s perspective, only Poulsen’s. Choice B is a classic “opposite” trap: Poulson gives evidence that shows his own previous view was wrong, not right. Choice C sounds somewhat convincing, but watch out: we’re talking about Poulson’s judgment, not the passage’s author’s. a statement of fact, not just the author’s personal judgment. Choice D hits the nail on the head: Poulson’s previous belief that other studies were exaggerating is disproven by the evidence cited (the 78-82% decline).
Answer: D.
If you want more guidance learning these strategies and how to use them on the test, give us a call about ACT tutoring. We’ve been tutoring for the ACT for over 20 years, and we can help you adjust to the brand-new test format.
#3: Cause and Effect
The passage most strongly suggests that which of the following was responsible for the decline in the elephant population in Minkebe?
A. military action by the Gabonese government.
B. the mistaken belief that elephants would be safe in the park.
C. swampy terrain that was dangerous for the elephants.
D. gold mining in Gabon.
Why this question type can be hard → It requires you to find the relevant parts of the passage yourself, which can be time-consuming. You can save yourself time by marking the important words and phrases in the passage as you read.
Here’s the relevant part of the passage:
At the turn of the century, forest elephants had already been decimated by poaching, and of the 80,000 estimated survivors, half lived in Gabon. Minkebe was meant to be a sanctuary for them—far from Gabonese villages in the south, bordered by swampy terrain on the north, and just too large and isolated for poachers to sweep. “People took their eye off the ball because they thought the park was safe,” says John Poulsen from Duke University.
The cost of that complacency became clear when the gold mine was discovered. The Gabonese government sent the military to close the mine and root out the poachers, but the damage had already been done. In 2013, following a quick pilot study, scientists estimated that between 50 and 100 elephants were being killed daily, and that between 44 and 77 percent of Minkebe’s elephants had already been slaughtered since 2004.
This is a tricky question in part because elements of all the answer choices are present in the passage. That makes it hard to find the answer by skimming.
You’ll need to use transition words and other key words to find the best answer.
Words like “because,” “but,” and “already” help to show the structure of the paragraph. People stopped watching out for the elephants because they thought they were safe in Minkebe, but that was false, and the damage was already done once the poachers were discovered.
With that outline in hand, take a look at the answer choices. Choice A is the opposite trap: military action was against the poachers, not against the elephants. Choice B fits our prediction. Choice C is another misdirect: the swampy terrain was supposed to protect the elephants by making their sanctuary harder to reach. Choice D isn’t directly relevant.
Answer: B.
#4: “If-True” Evidence
What evidence, if accurate, would best support the claim that “ivory is a luxury good, and its value is a function of its rarity”?
A. Historical records show that the price of ivory has remained stable for the last century.
B. An international ban on the ivory trade was enacted in 1990.
C. Economic data indicates that the price of ivory on the black market increases as elephant populations decline.
D. Carvers in Asia have begun to use alternative materials like tagua nut to make figurines.
Why this question type can be hard → It requires you to make inferences based on information that’s not confirmed in the passage.
Like for any question, your answer here should be supported by the passage. But the good news is that, for questions like this one, you don’t actually need to refer closely to the passage. That’s because you can find the answer by logical reasoning.
Although you should still make sure your answer makes sense with the passage, you can save time by not needing to search for the answer in the text.
Which piece of evidence would logically support the idea that ivory’s value is a function of its rarity?
First things first: what does the claim actually mean? Ivory’s value is a function of its rarity, so the more rare ivory is, the more valuable it is.
We’re looking for an answer choice that supports this claim, so we’re looking for something that suggests “rarer = more valuable.”
Choice A suggests that price does not change with rarity (or anything else), so that doesn’t support the claim. An international ban on the ivory trade (choice B) doesn’t draw connections between rarity and price.
And the fact that carvers have started using other materials might be because ivory is increasingly rare – but it doesn’t actually make a connection to the price of ivory, so it’s not relevant here (this is the “possible” trap!).
That leaves us with choice C: elephant populations decline → ivory gets rarer → ivory gets more expensive.
Notice that while the answer choice supplies the first and last pieces of information in this chain, you have to come up with the middle one (ivory gets rarer) by yourself. That’s part of what makes this question type tricky.
Answer: C.
#5: Using Charts
| Species / Population | Estimated Genetic Divergence (millions of years) | Current Population Trend (%) | IUCN Equivalent Risk Level* |
| Forest elephant | 2.5 | –60 | Critically Endangered |
| Savannah elephant | 2.5 | –30 | Vulnerable |
| Asian elephant | 2.5 | –50 | Endangered |
| Woolly mammoth | 2.5 | N/A | Extinct |
Based on the passage and the table, does the information in the table support the passage’s claim about how the conservation status of forest elephants compares to that of savannah elephants?
A. Yes, because while both elephant types show similar genetic divergence, the table indicates forest elephants have a substantially worse population trend and a higher risk level.
B. Yes, because the table indicates forest elephants and savannah elephants have identical risk levels, supporting the passage’s argument.
C. No, because the table indicates the population trend of forest elephants is approximately the same as that of savannah elephants.
D. No, because the table indicates savannah elephants face a higher risk level than forest elephants.
Why this question type can be hard → Some questions on ACT Reading will require you to interpret data from charts. It can be tricky to keep in mind the information from the passage and the table at the same time.
First, confirm which answer choice actually contains a true statement. Often, at least two choices will be factually incorrect based on the table. Then, determine whether that answer supports the passage.
Choice A could be correct, because forest elephants are more endangered than savannah elephants. Choice B says falsely that their risk levels are the same, so we can cross that one off. C also makes the same false statement. D is an opposite trap: forest elephants are more endangered than savannah elephants, not the other way around.
Even when only one answer choice seems possible, it’s a good idea to double-check your answer with information in the passage. But if you’re in a time crunch, you could fill in choice A at this point and move on.
To confirm that it’s choice A, take a look at the relevant part of the passage:
He argues that the International Union for the Conservation of Nature, which classifies the planet’s species according to their risk of extinction, needs to consider forest elephants separately from their savannah cousins. Although the two used to be thought of as closely related subspecies, they are clearly distinct. They’re as genetically different from each other as Asian elephants are from extinct mammoths.
To Poulsen, lumping the two species together is a political move. “There are a few southern African countries that have successfully protected the savannah elephant, and want to sell some of the resulting ivory,” he says. That’s possible because the elephants are classified as “vulnerable”—translation: they’re in danger, but not too much danger. But if the two species were separated, the forest elephant would almost certainly move down two ranks to “critically endangered”, and the savannah elephant might be downgraded too. Ivory sales would have to stop.
You can make the following sketch of Poulson’s argument:
Split the elephants into 2 species → both species become officially more endangered → ivory sales have to stop.
That would be supported by the information in the table, because splitting the elephants into 2 different species does, indeed, lead to classifying the forest elephant as critically endangered.
Answer: A.
These questions can be intimidating, but they’re doable with practice. Working with an ACT tutor can also help you build skills and confidence for the test.
Full-Passage Questions
Now let’s move on to answering questions based on a full passage – the way you’ll have to approach the real ACT.
The next 5 questions are based on this passage from Jane Austen’s novel Emma.
Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly twenty-one years in the world with very little to distress or vex her.
She was the youngest of the two daughters of a most affectionate, indulgent father; and had, in consequence of her sister’s marriage, been mistress of his house from a very early period. Her mother had died too long ago for her to have more than an indistinct remembrance of her caresses; and her place had been supplied by an excellent woman as governess, who had fallen little short of a mother in affection.
Sixteen years had Miss Taylor been in Mr. Woodhouse’s family, less as a governess than a friend, very fond of both daughters, but particularly of Emma. Between them it was more the intimacy of sisters. Even before Miss Taylor had ceased to hold the nominal office of governess, the mildness of her temper had hardly allowed her to impose any restraint; and the shadow of authority being now long passed away, they had been living together as friend and friend very mutually attached, and Emma doing just what she liked; highly esteeming Miss Taylor’s judgment, but directed chiefly by her own.
The real evils, indeed, of Emma’s situation were the power of having rather too much her own way, and a disposition to think a little too well of herself; these were the disadvantages which threatened alloy to her many enjoyments. The danger, however, was at present so unperceived, that they did not by any means rank as misfortunes with her.
Sorrow came—a gentle sorrow—but not at all in the shape of any disagreeable consciousness.—Miss Taylor married. It was Miss Taylor’s loss which first brought grief. It was on the wedding-day of this beloved friend that Emma first sat in mournful thought of any continuance. The wedding over, and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost.
#6: Word in Context
As it is used in line 5, the word “consequence” most nearly means:
A. purpose.
B. significance.
C. result.
D. punishment.
Why this question type can be hard → You might see a familiar word used in an unfamiliar way, which can trip students up. Make sure you’re focusing on what the word means in this context specifically.
A key strategy for vocab questions (which is what this essentially is) is to think of a synonym, then look for a match.
Here’s the relevant sentence from the passage:
She was the youngest of the two daughters of a most affectionate, indulgent father; and had, in consequence of her sister’s marriage, been mistress of his house from a very early period.
Start by rephrasing the answer in your own words.
“Emma was the younger of two sisters. Their father was loving. Because her sister married [and left home], Emma had been running the house from a young age.”
Looking at the context, “consequence” here means “result”: as a result of her sister’s marriage, Emma is left in charge.
Answer: C.
#7: Author’s Opinion
Which of the following statements best captures how the narrator feels about the “real evils” (line 16) of Emma’s situation?
F. They are severe character flaws that have already caused her significant misfortune.
G. They are potential future dangers that are currently masked by her happiness.
H. They are trivial concerns invented by those who are jealous of her good fortune.
J. They are direct consequences of her mother’s absence during her childhood.
Why this question type can be hard → The author’s opinion is subjective, and you have to read between the lines to determine how the author might “feel.” But don’t be fooled: you still can (and should) use evidence from the text to support your answer on questions like this.
Let’s zoom in on the relevant section of the text:
The real evils, indeed, of Emma’s situation were the power of having rather too much her own way, and a disposition to think a little too well of herself; these were the disadvantages which threatened alloy to her many enjoyments. The danger, however, was at present so unperceived, that they did not by any means rank as misfortunes with her.
Note that “evil” is a pretty strong word here. This is a 200-year-old text, and the author’s tone is a little tongue-in-cheek. We’re talking about problems, but not what you might actually call “evil.”
- Use transition words.
An important word here is “however.” Two “real evils” are named, but they’re currently “unperceived”: Emma hasn’t noticed them herself.
Other important words are “rather” and “a little” in the first sentence. These highlight the fact that these aren’t major problems. And the word “threatened” suggests that we’re talking about a future, potential issue, not something that’s currently a problem.
- Predict the answer.
The author suggests that Emma has some flaws that might catch up with her later, but that aren’t a problem right now.
- Eliminate answer choices.
Choice F is harsher than our prediction: these aren’t “severe” character flaws, and they haven’t “already” caused problems. Choice G matches well: there’s a potential for problems down the line because of Emma’s ego. Choice H isn’t supported by the text: there’s no reason to think these problems are invented. And choice J has no support at all in the text. (Are Emma’s problems caused by her mother’s absence? It’s possible…but it’s totally unsupported.)
Answer: G.
#8: Inference
It can reasonably be inferred from the passage that one result of Miss Taylor’s marriage is Emma’s:
A. first true experience of a lasting and disagreeable feeling of loss.
B. immediate decision to find a new governess to manage the household.
C. renewed appreciation for her father’s company during their long evenings.
D. realization that she must now focus on finding a husband for herself.
Why this question type can be hard → It requires you to make inferences to deduce information that isn’t explicitly in the passage.
This is one of few question types where it’s often helpful to look at the answer choices before predicting the answer. That’s because you could infer many things from a passage, and you don’t know which one the question is focusing on until you look at the options.
The answer choices list four possible reactions Emma has to her friend’s marriage. Let’s look at the part of the passage about Miss Taylor’s marriage to see which one fits.
Sorrow came—a gentle sorrow—but not at all in the shape of any disagreeable consciousness.—Miss Taylor married. It was Miss Taylor’s loss which first brought grief. It was on the wedding-day of this beloved friend that Emma first sat in mournful thought of any continuance. The wedding over, and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost.
The passage says that Miss Taylor’s marriage caused Emma “sorrow” and “grief” due to the “loss” of her friend. It also says that the wedding day was the “first” time that Emma “sat in mournful thought of any continuance” – that is, was sad for a long time.
In short, the marriage caused Emma real sadness for one of the first times in her life.
Now let’s turn back to the answer options to find a match.
Choice A fits well. Choice B isn’t supported anywhere. Choice C isn’t supported either: Emma did not enjoy the long evening alone with her father. Choice D isn’t supported either. Instead of deciding to focus on spending time with her father or finding a husband, Emma chooses to “sit and think of what she had lost.”
There’s one more factor that makes this question tricky. Early on in the passage, the narrator mentions that Emma’s mother died when she was young. That might make you think that Miss Taylor’s marriage can’t be the first time Emma has experienced loss.
But, as usual, context is key here. The text says Emma was so young when her mother died that she only has an “indistinct remembrance” of her, so this doesn’t invalidate answer choice A.
Answer: A.
#9: Use of a Phrase
It can reasonably be inferred from the passage that the author uses the phrase “a gentle sorrow” (line 25) mainly to:
A. suggest that Emma’s grief is more of a performance for her father than a genuine feeling.
B. emphasize that the marriage is a happy event, and Emma’s sadness is tempered by her affection for Miss Taylor.
C. criticize Emma’s inability to feel deep emotions for anyone other than herself.
D. highlight the contrast between Miss Taylor’s joy and Emma’s distress.
Why this question type can be hard → It asks you to understand stylistic choices that aren’t based on provable facts.
Let’s take another look at the passage:
Sorrow came—a gentle sorrow—but not at all in the shape of any disagreeable consciousness.—Miss Taylor married. It was Miss Taylor’s loss which first brought grief. It was on the wedding-day of this beloved friend that Emma first sat in mournful thought of any continuance. The wedding over, and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost.
- Look for transition words.
After the phrase in question, the next word is “but.” That flags a contrast: Emma was sad, but it wasn’t “disagreeable,” meaning the thing causing her sadness (Miss Taylor’s marriage) isn’t actually a bad thing.
- Predict the answer.
Why does the narrator call Emma’s sadness “gentle”? The transition word has already given us the answer: because Emma is sad about what’s actually a happy occasion.
- Eliminate the answer choices.
There’s no suggestion that Emma is faking her sadness (A) or that her emotions aren’t genuinely deep ( C) – in fact, the passage notes that it’s the first time she’s felt truly deep sorrow. D is a typical example of a partly correct answer: There is a contrast at work here, but it’s not the contrast between Miss Taylor’s joy and Emma’s distress. It’s more of a contrast – as marked by that transition word, “but” – between Emma’s sadness and her awareness that it’s a happy occasion, which makes her sadness feel more “gentle.” That fits with answer B.
Answer: B.
#10: Overall Tone
The overall tone of the final paragraph (lines 24-33) can best be described as:
F. a satirical depiction of a self-centered reaction to a joyful event.
G. a melancholic portrayal of genuine and profound isolation.
H. a bittersweet acknowledgment of a loss that is also a gain for a friend.
J. a critical examination of the social pressures surrounding marriage.
Why this question type can be hard → Tone can be subjective, and it’s hard to prove your answer definitively (though you should always have evidence to support your answer).
Sorrow came—a gentle sorrow—but not at all in the shape of any disagreeable consciousness.—Miss Taylor married. It was Miss Taylor’s loss which first brought grief. It was on the wedding-day of this beloved friend that Emma first sat in mournful thought of any continuance. The wedding over, and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost.
Remember that the correct answer will be fully correct. If it’s only partially correct, then it’s wrong.
That gives you a helpful strategy for questions like this. As soon as you can rule out part of an answer choice, you can eliminate that answer choice entirely.
So instead of going through each answer choice in detail, start with the very first adjective of each option.
Is this paragraph satirical? No, so you don’t even have to read the rest of choice A. It could be described as either melancholic or bittersweet, so keep options B and C open. It’s not critical, so D can be eliminated.
Now it’s down to two choices. Let’s take a closer look.
G suggests that Emma’s isolation is “profound,” which seems a bit extreme. H recognizes that her feelings are mixed: Emma’s loss is a happy event for Miss Taylor.
As usual, the less extreme option is the correct one.
Answer: H
Key Strategies for ACT Reading
As you’ve seen, ACT Reading questions cover a range of skills, but there are a few key strategies that you’ll need for almost any question type.
Strategy #1: Annotate as you read
- As you read, underline or circle key transition words. Mark phrases and words that point to the passage’s main idea, structure, or other relevant details.
Strategy #2: Look out for key transition words
- Get familiar with the common transition words you can expect to see on the ACT. Use these as signposts to help you understand a passage’s structure and argument.
Strategy #3: Predict the answer
- First predict the answer, then look at the answer choices and search for a match.
Strategy #4: Use the Goldilocks strategy: the answer should be “just right”
- Don’t settle for answers that look more or less right. Make sure your answer addresses the whole question.
Strategy #5: Eliminate three answer choices
- Use the process of elimination to narrow down answer options or to check your work.
Strategy #6: Watch out for common trap answers
- Avoid extremes, opposites, possible but unsupported answers, and “also true” answers. These are some of the most common traps on the ACT. Extreme answers, marked by words like “always,” “never,” “only,” etc., are rarely correct. Opposite answers look convincing, but when you look closely, they actually say the exact inverse of the right answer. Unsupported answers sound like they could be true, but there’s no evidence for them in the passage. And “also true” answers are supported by the passage…but they don’t actually answer the question.
Next Steps
With the right strategies, all of these top-level ACT Reading questions can be solved. WIth enough time, hard work, and patience, you can gain confidence approaching even the hardest ACT Reading questions and get closer to your goal score.
Tutoring support can also help you get there. We’ve been working with students preparing for the ACT for over two decades, and many of our tutors achieved perfect scores on the ACT themselves.
Our students often see their scores go up by several points over just a few months of tutoring. And with some colleges offering hefty scholarships for perfect or outstanding ACT scores, a few months of tutoring can lead to big tuition savings down the line.
Learn more about our programs here, and get in touch with our team for a free consultation on the right option for you.
Related ACT Posts
- How to Get a Perfect ACT Score
- Whats a Good ACT Score for the Ivy League?
- Your ACT Score Calculator
- The 11 Best ACT Prep Books
- The 15 Best ACT Tutoring Services
- ACT Scoring: Your Complete Guide
- ACT English: Everything You Need to Know
- ACT Math: Everything You Need to Know
- ACT Reading: Everything You Need to Know
- The ACT Science Section: Everything You Need to Know
Ro
Rosamond graduated summa cum laude from Princeton. During college, she worked as a peer tutor for Italian, French, Greek, and academic writing. Since graduation, she’s continued to tutor students of all ages in French, Italian, Latin, English, and math, some of them for several years. She’s currently a graduate student studying the relationship between religion and secular law, and she works as a freelance journalist and translator.