Math: The Hardest Section by Far
Math was the defining struggle of this administration. Student after student described it as significantly harder than any practice test they had taken, with some reporting they felt confident on fewer than half of the questions. Even students who typically score well on ACT Math were caught off guard.
Heavy geometry and trigonometry focus: The most consistent complaint was that the Math section leaned far more heavily on geometry and trigonometry than students expected. Multiple test-takers described the section as “all geometry and trig” with very little straightforward algebra. Topics like the law of sines, trigonometric identities, trapezoid area calculations, and complex number geometry all appeared. Students who had focused their preparation on algebra-heavy practice tests felt blindsided by the content distribution.
Advanced and unfamiliar question types: Several students flagged questions involving concepts that felt outside the typical ACT scope, including statistics questions involving z-scores and probability distributions, irrational number properties, and questions requiring knowledge of specific formulas they had not memorized. One question involving a large number of geometric objects and a truck capacity calculation drew particular frustration for its real-world setup that masked the underlying math.
Difficulty progression felt uneven: Rather than the typical pattern of questions getting progressively harder, students reported that difficult questions appeared throughout the section, disrupting their usual pacing strategies. This contributed to time pressure even for well-prepared test-takers.
Science: Unexpectedly Difficult
Science was the second most complained-about section, which is notable given that many students consider it one of the more predictable parts of the ACT. Students who typically score in the 34–35 range reported missing far more questions than usual.
Outside knowledge requirements: Several students felt that the Science section required more prior scientific knowledge than typical ACT administrations. Questions about pH levels, fatty acids, and experimental setups involving physical science concepts went beyond simply reading graphs and interpreting data. Students who had prepared primarily with data-interpretation drills were caught off guard by questions that seemed to assume baseline familiarity with chemistry and physics concepts.
Time pressure: Multiple students reported running out of time, with some having to guess on the final five to six questions. This is unusual for higher-scoring students who typically finish Science with time to spare. The combination of denser passages and more complex graph interpretations contributed to the time crunch.
English: Timing Pressure and Tricky Rhetoric
English reactions were more divided. Many students found the section straightforward, but a notable group struggled with timing and reported guessing on the final questions.
Vocabulary and word choice: Several vocabulary-in-context questions generated significant debate. Students discussed distinctions between words with similar but not identical meanings, with answer choices that felt frustratingly close. Transition questions and rhetorical strategy questions required careful reading of surrounding context rather than quick pattern recognition.
Grammar versus rhetoric balance: Students noted a fairly balanced split between grammar-focused questions and rhetorical or strategy-based questions. The grammar questions were generally considered standard, but the rhetorical questions—particularly those asking about passage organization and transitions—took more time to work through, contributing to timing issues for students who spent too long on earlier questions.
Time management as the key factor: The students who struggled most on English were those who lost track of time. Without a visible clock in some testing rooms, and with proctors only giving a five-minute warning, several students found themselves rushing through the last 10–15 questions. This is a reminder that pacing discipline matters as much as content knowledge on ACT English.
Reading: Manageable with Memorable Passages
Reading was generally considered the most manageable section, though specific passages and questions still generated plenty of debate.
Passage topics: Passages covered a range of subjects including a literary narrative about a girl reflecting on her relationship with poetry and her father, an informational piece about the Great Wall of China, a science-oriented passage about gut health and digestion, a DNA-related passage, and a passage involving a historical figure in theater. A paired passage also appeared, with students debating the relationship between the two authors’ perspectives.
The gut health passage: This informational passage stood out as the most divisive. Students described it as dry and poorly structured, with several reporting difficulty determining the author’s central argument. Even students who normally score 36 on Reading admitted to guessing on multiple questions from this passage, calling the writing quality into question rather than the difficulty of the questions themselves.
Closely worded answer choices: A broader theme across all Reading passages was that answer choices felt unusually similar to one another. Students described situations where two or three options appeared to convey essentially the same meaning, making it difficult to identify the “best” answer with confidence. This style of question rewards students who return to the passage to find specific textual evidence rather than relying on general impressions.
Recycled Form Concerns
A significant number of students reported recognizing the test form (J01) from a previous administration, with some claiming they had taken nearly identical content in September or December 2025.
Form reuse is standard practice: ACT, Inc. routinely reuses test forms across different administrations and testing windows, including for school-day testing. Receiving a previously administered form is not unusual, and scores from recycled forms are treated identically by colleges. However, the widespread recognition of this particular form was notable, with multiple students confirming they had seen the same passages and questions before.
Implications for scoring: Because the form has been administered before, ACT already has established scoring scales for it. This means the curve is already set and will not change based on how students performed on this particular administration. Students who had taken the form previously may have had a slight familiarity advantage, though the ethical implications of this are worth noting—ACT’s terms of service prohibit sharing or memorizing test content.
Testing Center Logistics
Most in-person test centers ran smoothly, but a few notable issues surfaced.
Device and technology issues: At least one test center had to cancel testing entirely because devices were not charged. Students using BYOD (bring your own device) reported encountering errors with the ACT gateway requiring updates that would not install. These technical failures are particularly frustrating because they are entirely outside the student’s control.
Clock visibility and proctor warnings: A recurring logistical complaint was the lack of a visible clock in testing rooms. Some proctors gave only a five-minute warning rather than the expected fifteen-minute warning, leaving students scrambling to complete sections. This is a strong argument for always bringing a watch (without internet access) to the test center.
Scoring Expectations and Curve
Given the perceived difficulty of Math and Science, students are hoping for a generous curve on those sections.
Math curve expectations: Because Math was so widely perceived as harder than normal, students are expecting a favorable curve. For context, on the December 2025 administration, some students reported that missing 11 questions on Math still yielded a scaled score of 30. If this administration was genuinely harder, a similar or more forgiving curve could apply. Students who felt they answered roughly half of the Math section correctly should not assume their score will be in the teens.
Score release timeline: Online scores for the digital ACT are expected to begin releasing on April 16, with paper test scores starting on April 21. As always, scores may roll out in batches over several days after the initial release date.
What to Do Next
Whether you felt crushed by Math or pleasantly surprised by Reading, here is how to move forward productively.
- If Math destroyed you: You are not alone. This section was harder than typical practice materials for most students. The curve should account for this difficulty. Do not cancel your score based on how Math felt.
- If you are planning to retake in June: Prioritize geometry, trigonometry, and advanced topics like probability distributions and complex numbers. This administration confirmed that modern ACT Math sections can skew heavily toward these areas. Also review Science outside-knowledge topics, particularly chemistry fundamentals like pH and organic compounds.
- Bring a watch next time: Multiple students were caught off guard by timing because they relied on proctor warnings or room clocks that were not available. An analog watch is the simplest insurance against this.
- Practice with closely worded answer choices: The Reading section on this administration rewarded students who could distinguish between very similar answer options. When practicing, focus on returning to the passage for specific textual evidence rather than relying on general comprehension.
- Do not obsess over individual questions: The online debate over specific answers can be anxiety-inducing but is rarely productive. Wait for your actual score before making any decisions about retaking.