What ACT Score Does My Student Actually Need?

Jordan Raglow

Aug 28

6 min read

Picture this: you’re sitting at the kitchen table with your high schooler. They just received an email that their ACT score has been released. They log in, pull up their results, and there it is: the number.

But as you both stare at the screen, you’re not entirely sure how to feel about it–because neither of you actually knows what ACT score your student needs.

It’s one of the most common questions families ask about college admissions: What ACT score does my student actually need?

Unfortunately, the answer is a bit annoying: it depends.

It depends on their goals beyond high school graduation. What colleges, if any, are they considering? How important will scholarships and other financial aid be in making college affordable? Are they hoping to gain

admissions to an honors college, a competitive major, or other highly selective program?

All of these factors can change the answer.

Instead of choosing an arbitrary goal–”I heard a 30 is good!” or “They should really try for a 34”–the better approach is to work backward from your student’s actual goals.

Here are the questions I recommend families ask.

What colleges are they interested in?

The first and most important question is: where is your student likely to apply?

Start by making a preliminary list of colleges and universities your student is seriously considering. It doesn’t have to be a finalized list, but you need somewhere to begin.

Then, look at each school’s admissions requirements and standardized-testing policy. Relatively few colleges publish a minimum ACT score for general admission, but schools will typically explain whether they are test-optional, test-required, or test-blind.

Those terms can be a bit confusing, so if you’re unsure what they actually mean for your student, check out our previous post, Does Test-Optional Really Mean Test-Optional?

For schools where your student is considering submitting a score, look for the ACT scores of recently admitted or enrolled students. In particular, look for the school’s middle 50% ACT range, which shows the scores between the 25th and 75th percentiles of enrolled students.

For example, if a university reports a middle 50% ACT range of 27-32, that doesn’t mean a 26 guarantees a rejection or a 33 guarantees admission. It simply gives you a useful context for how your student’s score compares with students who recently enrolled.

That context can help you decide whether submitting the score is likely to strengthen the application–and whether another ACT attempt might be worthwhile.

Compare your student’s entire academic profile

An ACT score doesn’t exist in a vacuum.

As you research colleges, look beyond testing data. Consider the typical GPA of admitted students, the rigor of your student’s coursework, and–when available–differences in admission rates for in-state and out-of-state applicants.

Your student’s overall profile matters.

A student with a strong GPA, challenging course load, and ACT score near the upper end of a college’s typical range may be in a very different position from a student with the same ACT score but a weaker academic record.

This is also why there isn’t one universally “good” ACT score. A 28 could be an excellent score for one student’s college list and goals while another student may have a compelling reason to aim for a 32 or higher.

The goal isn’t to earn the highest score possible simply for the sake of earning it. The goal is to earn a score that helps your student accomplish what they want to accomplish.

Look at scholarship opportunities

Admissions is only one piece of the puzzle. Scholarships can completely change your student’s ACT goal.

Many universities publish information about merit scholarships and their eligibility requirements. Start with the scholarship and financial aid section of each university’s website.

Then dig a little deeper.

Individual colleges or departments–such as business, engineering, education, or honors programs–may offer their own scholarships in addition to university-wide awards. These scholarships have completely different eligibility requirements.

Pay close attention to what might become available if your student improves their ACT score.

At some universities, gaining just two additional ACT points could make a meaningful difference in scholarship eligibility. At others, another two or three points might not change anything at all.

For example, a university might have a scholarship threshold at a 29 ACT. Once a student reaches that score, the award amount might depend primarily on GPA. In that situation, a student with a 29 and a student with a 36 could potentially qualify for the same award.

That’s why I encourage families to research the numbers before deciding that a student needs to retake the ACT. If moving from a 27 to 29 could mean thousands of dollars in additional scholarships, that is a very different calculation than trying to move from a 32 to a 34 when the higher score won’t materially change the student’s options.

Don’t forget honors colleges and competitive programs

General university admission may not be your student’s only goal.

Honors colleges, direct-admit programs, and particularly competitive majors can have expectations that differ slightly from the university as a whole. A score that is perfectly competitive for general admission may not be as strong for a selective honors or academic program.

If your student is interested in one of these opportunities, research its requirements separately rather than assuming university-wide admissions data applies.

This is especially important for students who are interested in competitive programs or who hope to use honors programs to gain access to benefits such as priority enrollment, smaller classes, specialized advising, research opportunities, or additional scholarships.

You want a higher score. Now what?

After doing this research, you and your student may decide that a higher ACT score could meaningfully improve their admissions or scholarship opportunities.

Before immediately registering for the next available test, though, consider a few questions:

How many times have they taken the ACT? If they’ve only taken the test once, another attempt may absolutely be worthwhile. If they’ve taken it four times and their scores have remained relatively consistent, simply taking it again without changing anything about their preparation may not produce the result they’re looking for.
Did they prepare for their previous test? Many students take their first ACT with little or no formal preparation. If that’s the case, spending 6-8 weeks intentionally preparing–either with a tutor or independently–before another attempt can make much more sense than simply registering for the next test date.
Where is there room for improvement? Look beyond the composite score. Are there one or two sections pulling the overall score down? Are there specific content gaps, timing problems, or testing strategies that could be realistically improved?
Does the college superscore? Some colleges consider a student’s highest section score across multiple ACT test dates. If several schools on your student’s list superscore, another attempt could be worthwhile even if a dramatic increase in the composite score isn’t likely.
What would a higher score actually change? This may be the most important question. Would two additional points improve the student’s admission chances, qualify them for a scholarship, or make them more competitive for an honors program? If not, their time and energy might be better spent elsewhere.

So, what ACT score does your student actually need?

There is no magic number.

A 36 is an incredible accomplishment, but most students don’t need a 36 to accomplish their goals. Depending on the student, a 24, 28, 30, or 32 might open every door they need it to open.

Instead of asking, “What is a good ACT score?” ask:

“What ACT score will help my student accomplish their specific goals?”

Build the college list. Research admissions data. Check scholarship thresholds. Look separately at honors college and competitive programs. Then compare those numbers with your student’s current score.

Once you know what another two or three points could actually accomplish, you can make a much more informed decision about whether another round of ACT preparation is worth the investment of your student’s time and energy.

And sometimes, after doing all of that research, the answer will be: Their current score is already enough.

Knowing when to stop testing can be just as valuable as knowing when to try again.

Not sure what score your student should be aiming for?

You don’t have to figure it out alone. At Adaptive Academics, we help families look at the bigger picture–including college lists, admissions requirements, scholarship opportunities, and testing policies–to determine what ACT score actually makes sense for each student’s goals.

And if a higher score could make a meaningful difference, our individualized ACT prep helps students identify where they have the greatest opportunity for improvement and prepare strategically for their next test.

Whether your student needs a higher ACT score or simply needs help deciding what comes next, we’re here to help.