2025 ACT Math Update: Fewer Questions, Higher Stakes, Better Prep

Every Tuesday on The Scoreboard, we share practical, high-impact strategies to help teachers integrate ACT prep directly into Tier I instruction. Designed for Alabama educators and beyond, Tuesday Playbook connects strong classroom teaching to ACT College Readiness Benchmarks—turning daily lessons into measurable growth. From grammar warm-ups to critical reading routines, these easy-to-run “plays” help teachers build ACT-ready classrooms where every move counts.

If your students are preparing for the ACT in 2025 or beyond, it’s time to sit up and pay attention because the English section has gotten a makeover. The new 'Enhanced ACT' keeps the same 1-36 scoring scale, but with fewer questions, slightly more time per question, and a stronger emphasis on language usage and rhetorical clarity. In short, time is still tight, but the margin for error just got smaller. In this post, we’ll walk through what’s changed, why it matters, and how you can tweak your instructional and test-prep approach to help your students shine.

The Enhanced ACT Math Section: What’s Changing — and How Teachers Can Prepare Students Through Tier I Instruction

As the enhanced version of the ACT rolls out, many of the most significant updates affect the Math section—and in ways that directly intersect with daily classroom instruction. For math educators, these changes present both a challenge and an opportunity: to align instruction more closely with the advanced reasoning, algebraic thinking, and data literacy skills today’s students most need.

This guide outlines the specific updates coming to the ACT Math section and offers practical, classroom-ready strategies that teachers can use to ensure students are prepared—not just for the test, but for high-level mathematical thinking beyond it.

What’s Changing in ACT Math?

ACT Math has undergone several important shifts that reflect the exam’s growing emphasis on conceptual reasoning, higher-level standards, and real-world problem-solving. These updates impact both test structure and the types of skills being assessed.

1. Fewer Questions: From 60 → 45 Questions

The ACT Math section is decreasing by 15 questions. While this shortens the section, it also increases the value of each question, leaving students less margin for error.

Instructional takeaway: Students must build accuracy and consistency—not just speed—on higher-level math problems.

2. More Time Per Question

Although the total time is decreasing (60 minutes → 50 minutes), the time per item increases from about 60 seconds to about 67 seconds.

Instructional takeaway: Students must spend their time productively: interpreting questions carefully, evaluating function behavior, reading graphs, and showing reasoning. Rushing is less necessary; deep thinking is more valuable.

3. Shift to Four Answer Choices (Not Five)

All ACT sections now include four choices, not five.

Instructional takeaway: The focus is shifting from distractor-heavy quick guessing to reasoning about mathematical relationships. Students will see more conceptual traps and fewer “gotcha” items.

4. Higher-Level Math Will Appear More Frequently

One of the most significant shifts: ACT is decreasing “Integrating Essential Skills” (middle-school level content) and increasing high school standards. The new subscore percentages are as follows:

• Integrating Essential Skills: 20%

• Number & Quantity: 10-12%

• Algebra: 17-20%

• Functions: 17-20%

• Geometry: 17-20%

• Statistics & Probability: 12-15%

This aligns ACT Math more closely with typical Algebra I, Geometry, and Algebra II course sequences.

Instructional takeaway: This shift mirrors what strong Tier I instruction should do already by focusing on conceptual understanding, multistep reasoning, and flexible problem-solving.

What These Changes Mean for Classroom Instruction

The enhanced ACT is pushing math instruction toward deeper reasoning, stronger algebraic thinking, and greater data literacy. The following are key instructional implications teachers should consider when planning daily lessons, formative assessments, and intervention supports.

1. Emphasize Algebraic Reasoning Across All Courses

Even in Geometry and Precalculus, algebraic reasoning is foundational. ACT’s updated emphasis means students must confidently:

• Manipulate expressions

• Solve systems

• Interpret functions

• Apply equations within word problems

• Recognize patterns and relationships

Instructional Strategy: Integrate algebraic manipulation as a warm-up or bell ringer in all HS math classes, not just Algebra I. Students should see algebra as a language used everywhere—not a single course.

2. Teach Function Thinking Daily (Not Just in a Unit)

One of the most noticeable increases on ACT Math is questions requiring students to reason about function behavior, including:

• Domain and range

• Growth rates (linear vs exponential)

• Transformations

• Intercepts

• Graph matching

• Composite functions

Instructional Strategy: Use “Which graph matches this function and why?” or “Predict the behavior of this function as x increases” as regular prompts. Even 2–3 minutes of function talk per day builds long-term understanding. (This is especially true for concepts that you are not currently teaching. Retrieval practice is highly beneficial for moving knowledge from short-term to long-term memory.)

3. Increase Exposure to Data, Graphs, and Statistics - Skills that will help Science scores also!

The enhanced ACT better reflects statistical literacy standards. Students must:

• Interpret scatterplots

• Choose correct measures of center

• Compare distributions

• Understand simple probability

• Reason about trends

Instructional Strategy: Include real-world data sets regularly. Analyze graphs from science, economics, or local datasets. Require students to justify which statistical measure is appropriate and why. This builds cross-curricular readiness and critical thinking.

4. Move Beyond Procedural Fluency to Conceptual Understanding

While fluency matters, the enhanced ACT prioritizes multi-step, conceptual thinking over rote procedures.

For example, instead of “solve for x,” students may need to:

• Interpret what x represents

• Build an equation from context

• Select a model

• Evaluate multiple representations

Instructional Strategy: Adopt problems that require “thinking before doing.”
Examples:

• “What’s the most efficient strategy to solve this?”

• “Estimate the answer before solving—does your result make sense?”

• “Identify what the question is really asking.”

These build reflective habits that reduce errors on the exam.

5. Teach Students How to Read Math Problems—Not Just Solve Them

Many ACT errors stem not from math ability, but from misreading, overlooking conditions, or misinterpreting variables.

Instructional Strategy: Model the following during instruction:

• Underline key conditions

• Identify irrelevant information

• Highlight units

• Restate the question in their own words

• Pick the most appropriate strategy before computing

These literacy-focused habits directly improve ACT outcomes and classroom performance.

6. Build Pacing + Stamina Through Tier I Instruction

With fewer questions but higher cognitive demand, pacing is still critical. Likewise, students must understand how to “triage” their math questions to maximize the time they have to work.

Instructional Strategy:
Use short, consistent timing practice:

• 5 problems in 6 minutes

• 10 problems in 12 minutes

• 15 problems in 20 minutes

Focus on accuracy and efficiency. Students should classify questions they don’t know how to do immediately as “later” questions and return to them if they have time remaining. These micro-drills build stamina and reduce test-day anxiety.

7. Use Formative Assessments to Identify ACT-Linked Skill Gaps

The enhanced ACT aligns tightly to high school math content. Teachers can prepare students by aligning formative assessments to skills such as:

• Function transformations

• System solving

• Geometry modeling

• Data interpretation

• Equation building

Instructional Strategy: In PLCs, categorize student errors by concept, not by problem.
Example categories:

• Wrong operation

• Misread condition

• Incorrect equation setup

• Graph interpretation

• Algebraic manipulation

This allows targeted intervention that mirrors what ACT now requires.

8. Embed Productive Struggle in Daily Instruction

The enhanced ACT demands perseverance and reasoning. Students must get comfortable with multi-step tasks.

Instructional Strategy: Design problems that include:

• Non-routine application

• Multiple representations

• Real-world context

• Multi-step reasoning

• Opportunities to justify thinking

Encourage students to check their answers and reflect on their process—not just seek the right answer.

Final Thoughts: Aligning Strong Tier I Instruction With the Enhanced ACT

At its core, the enhanced ACT Math section reinforces what strong math teachers already aim to build:

• Deep understanding

• Flexible problem solving

• Mathematical reasoning

• Data literacy

• Conceptual fluency

These shifts aren’t just test changes—they signal what students must know to be successful in college-level math and beyond.

As teachers, you have the most powerful tool to leverage: daily Tier I instruction that builds understanding, confidence, and stamina. By aligning your instruction with the skills emphasized in the enhanced ACT, you equip students not only to perform well on the test but to thrive in advanced coursework, STEM fields, and real-world decision making.

Ready to put these strategies into action?
To support both classroom instruction and student preparation, I’ve created a free resource you can download and use immediately:

Teacher Worksheet: A planning tool that outlines the instructional shifts, focus skills, and classroom practices aligned to the Enhanced ACT Math section.

Use this document in PLCs, tutoring sessions, benchmark cycles, or as part of your ACT prep curriculum.

👉 Download below and start preparing your students for the Enhanced ACT Math section TODAY.

ACT English, Rewritten: What’s New in the Enhanced Test and How to Prepare for 2025

Every Tuesday on The Scoreboard, we share practical, high-impact strategies to help teachers integrate ACT prep directly into Tier I instruction. Designed for Alabama educators and beyond, Tuesday Playbook connects strong classroom teaching to ACT College Readiness Benchmarks—turning daily lessons into measurable growth. From grammar warm-ups to critical reading routines, these easy-to-run “plays” help teachers build ACT-ready classrooms where every move counts.

If your students are preparing for the ACT in 2025 or beyond, it’s time to sit up and pay attention because the English section has gotten a makeover. The new 'Enhanced ACT' keeps the same 1-36 scoring scale, but with fewer questions, slightly more time per question, and a stronger emphasis on language usage and rhetorical clarity. In short, time is still tight, but the margin for error just got smaller. In this post, we’ll walk through what’s changed, why it matters, and how you can tweak your instructional and test-prep approach to help your students shine.

What’s Changing in the English Section

The Enhanced ACT rolled out in September 2025 for national paper administrations and will begin in spring 2026 for state and district testing.

Here are the major changes you and your students need to know:

1. Fewer questions and shorter section length

• The English section drops from 75 questions in 45 minutes to 50 questions in 35 minutes.

• That gives roughly 42 seconds per question instead of about 36 seconds per question previously.

• Because there are fewer questions, each one carries more “weight” in the score.

2. Same score scale, but composite calculation shifting

• The English section score will still be reported on the familiar 1–36 scale.

• The overall Composite score will now be the average of only English, Math, and Reading (Science becomes optional and no longer counts toward the composite) starting in September of 2026.

• Since English now carries a greater portion of the composite (because fewer sections contribute), strong performance here matters more.

3. Content domains remain, but proportions shift

• The broad domains in the English section remain: Production of Writing, Knowledge of Language, and Conventions of Standard English.

• However, the proportion of questions focusing on Conventions of Standard English (i.e., basic grammar-usage rules) is reduced to 38% - 43%, and more emphasis is placed on Production of Writing (rhetoric, clarity, transitions) and Knowledge of Language (style, tone, effective expression).

• ACT will also incorporate an argumentative passage within the English test, and those questions will be categorized under Production of Writing.

Another major update: every question in the Enhanced ACT English section now includes a written question stem, rather than just an underlined portion to edit. This change encourages students to think more critically about why an answer is correct — not just spot what “looks right.” In fact, this shift may have the greatest impact on overall performance, as it requires a deeper understanding of purpose, structure, and clarity, but is also beneficial to students in that the purpose of the question is now explicitly stated. 

The new question stems, aligned to each domain, include the following examples:

Conventions of Standard English:

• Which choice makes the sentence most grammatically correct?

• This is the ONLY stem for CSE, so students need to automatically understand that this indicates a grammar or punctuation question.

Production of Writing:

• If the writer were to delete the preceding sentence, the essay would primarily lose information that:

• Given that all the choices are accurate, which one provides the most relevant support for the primary claim in this sentence?

• At this point in the essay, the writer wants to introduce a counterclaim that ____. Which choice most effectively accomplishes that goal?

• Which choice provides the most effective conclusion for the paragraph and essay?

• The writer is considering adding the following assertion to the essay: _______. If the writer were to add the sentence, it would most logically be placed at:

• Which choice creates the clearest contrast between _____ and _____?

• Which transition word or phrase is most logical in context?

• If the writer were to delete the underlined portion, the essay would primarily lose a specific detail that:

• Which sequence of sentences makes this paragraph most logical?

• Which of the following sentences, if added here, would most effectively suggest that _____?

• Which choice provides the most specific description of _____?

• Suppose the writer’s primary purpose had been to discuss paintings that _____. Would this essay accomplish that purpose?

• Which choice most effectively leads the reader from the preceding paragraph to the information that follows in this paragraph?

Knowledge of Language:

• Which choice most effectively maintains the essay’s tone?

• Which choice is clearest and most precise in context?

• Which choice is least redundant in context?

Why These Changes Matter for Teachers & Students

• With fewer questions, each correct/incorrect answer has a larger impact. Previously, students could afford more misses and still maintain a high score; now the margin shrinks. The shift in domain weighting means that students who possess strong rhetorical and language-use skills (not just “grammar rules”) will likely excel.
  

• For teachers, instruction should balance traditional grammar/usage instruction with more emphasis on effective writing, transitions, and rhetorical clarity.
  

• For pacing and preparation, the section is slightly shorter, but time per question increases — yet the pace remains brisk. Students still need an efficient strategy.
  

• For test-prep materials: existing ACT prep books are still useful (the content is largely the same), but simulations must account for the shorter section/fewer questions.

Strategies to Improve Students’ ACT English Performance

If the Enhanced ACT English is shifting toward rhetorical awareness and language effectiveness (not just grammar), then our classroom strategies need to mirror that. Below is a research-aligned and ACT-specific guide for teaching the new English section through authentic, high-impact instruction.

1. Model the “Editor’s Mindset” (Think-Alouds)

Why it works: The new English questions emphasize Production of Writing — organization, focus, and clarity. Students need to think like editors, not proofreaders.

How to teach it:

• Use a paragraph from a student essay or article.

• Model aloud:

• “If I delete this phrase, does the paragraph stay focused?”

• “Does this transition move the reader smoothly from one idea to the next?”

• Have students practice the same process with color-coded reasoning 

• Highlight information that needs clarifying in yellow.

• Highlight locations that do not flow well in green.

• Highlight any information that diverts from the writing’s focus in pink.

Extension: Turn this into a “hot seat editor” activity where students defend their edits — great for metacognition and discussion.

2. Teach Grammar in Context (Mini-Lessons, Not Worksheets)

Why it works: ACT grammar rules (Conventions of Standard English) are predictable, so they can be taught repeatedly within small frames of time.

How to teach it:

• Use 5-minute mini-lessons on one rule (e.g., commas with nonrestrictive clauses).

• Follow immediately with a short paragraph from an ACT passage.

• Ask: “Which answer choice correctly applies today’s rule?”

• Have students write their own example sentences applying that skill.

Pro tip: Keep a running “Grammar Hall of Fame” board by adding one rule and a student-generated example each week. 

3. Use “Before & After” Revision Comparisons

Why it works:
Students need to recognize how small changes affect clarity and tone.

How to teach it:

• Present two versions of the same sentence or paragraph.

• Ask: “Which is more concise?” “Which maintains a formal tone?”

• Discuss why one version is better.

• Connect to ACT stems like “Which choice provides the most specific description of _____?”

Classroom routine: Include one “Before vs. After” example on your board or bellringer slide each day.

4. Incorporate Rhetorical Question Stems in Writing Assignments

Why it works: The new ACT blends grammar with author’s purpose. Embedding rhetorical stems into classroom writing connects daily work to ACT thinking.

How to teach it:

During peer review or writing workshops, ask students:

• “Which sentence best strengthens this argument?”

• “What revision clarifies the main idea?”

• “What transition improves flow between these ideas?”

These are almost verbatim ACT English question stems, which make perfect authentic prep.

5. Practice “Rationale Writing” for Multiple Choice

Why it works: Students often guess correctly but can’t explain why. Metacognition cements their learning.

How to teach it:
When reviewing practice questions:

• Require students to write a 1-sentence justification for their answer.

•  “I chose C because it’s concise and eliminates redundancy.”

• Compare reasoning with peers

Teacher move: Have students categorize each question by domain (POW, KOL, CSE) so you can see which skills need reteaching.

6. Gamify Review with Races

Why it works: Quick retrieval and competition boost engagement and retention.

How to teach it:

• Display a short passage with multiple errors.

• Teams race to fix all mistakes and justify each change.

• Award points for accuracy and rationale.

Classroom routine: Use it weekly as a “Friday Fix-It Challenge.” This also increases students’ ability to answer ACT questions more quickly.

The Enhanced ACT English section rewards clarity, structure, and purpose.The best classroom prep isn’t isolated drills, but teaching students to write and revise intentionally. When grammar, clarity, and rhetoric live in your daily lessons, test prep becomes seamless.

Bottom line: the skills your students need haven’t drastically changed, but the emphasis has shifted. Want ready-to-use practice sets tailored for the new English format? Stay tuned here at Test Prep Alabama, and let’s get your students rock-solid for the 2025-onward ACT.

SUPER Scoring To the Rescue!

Because learning — and scoring — is all about progress.

You’ve probably heard the term “superscore” floating around when it comes to college admissions or ACT prep. But what does it actually mean, and how can it help Alabama students maximize their college opportunities?

At Test Prep Alabama, we’re all about turning effort into progress. Superscoring is one of the most student-friendly changes the ACT has ever introduced — and understanding how it works could make a big difference in your future score.

What Is Superscoring?

Superscoring means combining your best section scores from multiple ACT test dates to create your highest possible composite score.

Here’s how it works:

• The ACT has three main sections — English, Math, and Reading. (Science was removed as a component that factors into the composite score in September of 2025.)

• Instead of using all three scores from a single test date, superscoring takes your best individual section score from each test you’ve taken.

• Those top scores are averaged together to create your ACT Superscore.

For example:

Test Date English Math Reading Composite

April 2024 23 21 26 23

June 2024 25 23 22 23

Superscore 25 23 26 25

That’s a two-point increase — without retaking the whole test perfectly.

Why Superscoring Benefits Students

Superscoring rewards growth over perfection. It acknowledges that learning is a process and that students improve over time.

Here’s why it matters:

• ✅ Less pressure per test: You can focus on improving one or two sections at a time.

• 📈 Higher reported scores: Many colleges now accept superscores, meaning your official record can reflect your best performance across attempts.

• 💪 Encourages persistence: You don’t have to get it all right the first time — you just have to keep improving.

• 🔢Test difficulty varies: If you keep taking the ACT, you’re bound to get some easier sections along the way.

Do Colleges Accept Superscores?

Yes — and the list is growing every year.
Most major universities, including many in the Southeast and across Alabama, now consider or even encourage ACT superscores.

Examples include:

• Auburn University

• University of Alabama (Admissions only)

• Samford University (Admissions only)

• Troy University

• University of South Alabama

Always double-check each school’s admissions website, but superscoring is quickly becoming the standard.

When Should You Retake the ACT?

Because of superscoring, retesting strategically can really pay off.

If you’ve already taken the ACT once, consider:

• Reviewing your score breakdown to see which sections have the most room for growth.

• Using targeted prep (like Test Prep Alabama’s personalized tutoring) to focus on those areas.

• Scheduling your next test date 6–8 weeks out to give yourself enough time to study and improve those specific sections.

Each retake is another opportunity to raise one or more section scores, which could push your superscore even higher.

🏁 Final Thoughts

Superscoring is proof that progress matters. It rewards effort, persistence, and smart preparation — all values we believe in at Test Prep Alabama.

If you’ve taken the ACT before, don’t think of it as a “one-and-done” test. Think of it as a series of chances to show how much you’ve grown.

📅 Ready to build your next best score?
Schedule a free consultation or diagnostic test at Test Prep Alabama — and let’s turn your hard work into a superscore you can be proud of.

How To Study For The ACT When You’re Busy With Sports, Work, and Life

Busy. That’s the word every student and parent seems to use these days — and for good reason. Between school, sports, work, and volunteering, today’s Alabama teens have schedules that rival most adults. It’s estimated that the average student spends five hours per week participating in extracurriculars, but 3–6% of kids are spending 20 hours or more each week.

With schedules this full, it’s no surprise that finding time to prepare for the ACT can feel overwhelming. Between practices, performances, and part-time shifts, test prep often gets pushed to the bottom of the list. But here’s the truth: effective ACT prep doesn’t have to mean giving up the activities students love. With the right plan — and a little structure — it’s possible to balance busy schedules and make meaningful progress toward higher scores.

At Test Prep Alabama, we’ve worked with busy students all across the state who’ve raised their ACT scores without giving up the activities they love. Whether you’re a varsity athlete, a marching band member, or balancing work after school, here’s how you can make ACT prep actually work for you.

1. Set Small, Consistent Study Goals

Consistency always beats cramming - just like slow and steady wins the race. Instead of marathon study sessions once a week, aim for 20–30 minutes a day, three to four days a week.

Tie your study time to a habit you already have — like right after dinner or before practice. When it’s part of your routine, it becomes automatic.

2. Use Study Tools That Fit Your Lifestyle

You don’t need to carry thick prep books everywhere you go. Use quick-access tools that make studying easier on the go:

• Digital practice tests that you can pull up on your phone or electronic device whenever you have extra time

• Video lessons to review difficult topics in bite-sized segments

• Practice tests you can split into smaller chunks over a few days

If you’ve got 15 minutes between classes or before work, that’s prime ACT review time.

3. Focus on Your Weakest Areas

Not all study time pays off equally. Focus on your lowest-scoring sections or question types.

Look at the breakdown of your latest ACT or practice test to see where you can get the biggest score boost. Even a few extra points in your weakest section can raise your overall composite significantly.

4. Create a Schedule That Works for You

Here’s a sample weekly schedule that’s worked for many Test Prep Alabama students:

Day Focus Area Time Needed

Monday English: commas + transitions 25 minutes

Wednesday Math: 5 practice problems + review 20 minutes

Thursday Reading: timed passage practice 20 minutes

Saturday Science: data analysis + review 30 minutes

When you spread your prep throughout the week, it feels manageable — and you’ll retain more along the way. Purposeful practice and review will equate to improvements as well.

5. Simulate the Real Test

Once every few weeks, take a timed practice section under realistic conditions — no phone, no breaks, and a strict timer.

Building endurance is one of the most overlooked parts of ACT prep, but it’s what helps you stay focused through all four sections on test day.

6. Stay Accountable

Having someone to check in with makes a big difference. A tutor, teacher, or even a friend can help keep you consistent.
At Test Prep Alabama, we help students create custom study plans that fit around school, sports, and jobs — so prep becomes part of your life, not an added stress.

Final Thoughts

You don’t have to give up your busy schedule to prepare for the ACT. With the right plan and a little consistency, you can balance everything — and still hit your goal score.

At Test Prep Alabama, we specialize in flexible, personalized ACT prep designed for real students with real commitments. Whether you prefer one-on-one tutoring, group sessions, or online prep, we’ll help you find the right fit to reach your college goals.

- Ashly J.