Test Dates Central Database

ACT Test Dates

The ACT Test is another standardized test for college admissions in the United States. Most four-year colleges and universities accept the ACT either by itself or in addition to the SAT Test. Many students take both tests. Although the two tests cover much of the same general material, the ACT is organized into separate tests for English, Math, Reading, Science, plus an optional Writing test.

Before opting out of the writing test, it is a good idea to check with your college counselor or with the colleges you to which you are applying to ensure that they do not require the writing section as part of the application.

There are still plenty of ACT test dates remaining in the academic year, as detailed below:

Test Date
  • June 14, 2014
  • September 13, 2014
  • October 25, 2014
  • December 13, 2014
  • February 7, 2015*
  • April 18, 2015
  • June 13, 2015
Registration Deadline
  • May 9, 2014
  • August 8, 2014
  • September 19, 2014
  • November 7, 2014
  • January 9, 2015
  • March 13, 2015
  • May 8, 2015
Late Registration
  • May 10-23, 2014
  • August 9-22, 2014
  • September 20-October 3, 2014
  • November 8-21, 2014
  • January 10-16, 2015
  • March 14-27, 2015
  • May 9-22, 2015
*No test centers are scheduled in New York for the February test date.

Math Practice Quizzes

Registering late adds $21 to the registration fee, so it is best to try to schedule the test well in advance of the test date. This also gives you plenty of time and motivation to prepare. However, should you find yourself in need of taking an upcoming test whose registration date has already passed, there is a standby testing option. It costs $41 above the normal cost of the exam, and does not guarantee the test-taker a spot, so it should be considered only if there is no other option.

The ACT test is produced by ACT, Inc. More information about the test, test-taking locations, or information about test-takers with disabilities can be found on the ACT web site. Additionally, they can be contacted by phone or mail.

ACT Registration
301 ACT Drive, P.O. Box 414
Iowa City, IA 52243-0414
Phone: (319)337-1270

Additional numbers and contact information may be found on the ACT website's contact page.

ACT Practice Questions

ACT English Practice Questions

These questions pertain to the following passage:

Restoration of the Sistine Chapel

The Sistine chapel holds a magnificent collection of Renaissance frescoes. The restoration of these frescoes (1) is an important 20th century event in the art world. Completed in about 1481, (2) the chapels' walls were decorated by important Renaissance painters including Perugino and Botticelli. The paintings done in the 1500s by Michelangelo enhanced the artistic magnificence of the chapel.

The most recent restoration, begun in 1980, (3) were preceded by numerous restoration attempts. Records indicate that damage to the ceiling was noted as early as 1547. Restoration attempts in 1625, early 1700s, and the 1930s attempted (4) to restore and maintaining the original beauty of the artworks.

The modern restoration began in 1979 (5) with study and analysis of the artwork; this investigation into the composition and condition of the works lasted six months. The team's mandate (6) including recording every step of the restoration, repairing structural damage, and using only materials and procedures that were not harmful and were (7) reversible.

The restorers' analysis revealed that the entire chapel was covered with candle smoke and that the building was unstable and had shifted, causing cracking (8) in the ceiling. (9) In additionally, water seepage from the roof carried salts down and deposited them on the ceiling. Early restorations had also done some damage: the materials early restorers had used (animal fat and vegetable oil) left a (10) sticky-dirty and filmy layer on the frescoes.

The restoration (11) spark controversy even before it was begun. Concerns (12) are voiced about the possibility of damage to the artwork (13) from a result of the restoration; critics noted that damage had been done during every other restoration attempt. The area of greatest concern was (14) Michelangelo's ceiling. The restorers made a decision that Michelangelo painted in a particular manner throughout the artwork, and thus treated the entire ceiling the same in their restoration efforts. The critics argue that this assumption (15) is too broadly and that damage was done by the restoration

1.

  1. no change
  2. was important 20th century events
  3. was an important 20th century event
  4. were an important 20th century event

2.

  1. no change
  2. the chapel's walls
  3. the chapel's wall
  4. the chapels walls

3.

  1. no change
  2. is preceded
  3. been preceded
  4. was preceded

4.

  1. no change
  2. to restoring and maintaining
  3. to restoring and maintain
  4. to restore and maintain

5.

  1. no change
  2. on study and analysis
  3. because study and analysis
  4. upon study and analysis

ACT Math Practice Questions

1. The expression (4x - 3)(x + 2) is equivalent to

  1. 4x2 - x + 2
  2. x - 6
  3. 4x2 + 8x - 6
  4. 4x2 + 5x - 6
  5. 4x - 6

2. I-4 I 2 + I -7 I – 2 =

  1. 21
  2. 13
  3. 7
  4. 25
  5. 17

3. Eli and Melanie bought some sandwiches and some drinks. Eli paid $8.00 for two sandwiches and six drinks. Melanie paid $8.00 for three sandwiches and one drink. What is the price of one sandwich?

  1. $1.50
  2. $2.00
  3. $2.50
  4. $3.00
  5. $3.50

4. Sarah has a sticker book that has 8 pages. Each page has room for up to 4 stickers on it. If Sarah gets 16 stickers and puts at least one sticker on each page, what is the greatest number of pages that can be filled with stickers?

  1. 1
  2. 2
  3. 4
  4. 6
  5. 8

5. Approximately what percent of 81 is 36?

  1. 34
  2. 44
  3. 54
  4. 64
  5. 74

ACT Reading Practice Questions

These questions pertain to the following passage:

The Lesson

When I was in college I took a Psychology of Film course that was co-taught by a psychology professor, Professor Smith, and a film studies professor, Professor Ruiz. They switched off each week; one week Professor Ruiz would introduce us to a particular film or a genre of films, the next week Professor Smith would talk to us about the way in which that film or genre appealed, or didn't appeal, to audiences and what that says about who we are as a culture and what we get from watching movies. One of the things that Professor Smith touched on regularly as an aspect of movie-watching was the societal cohesion and community building that comes from the shared experience of having watched the same movie. He talked about how we bond by having similar experiences and similar reactions to those experiences.

One week it was Professor Ruiz' turn to lecture us but Professor Smith told us that she was unable to come to class that day because she was attending a conference. He said he would introduce us to the film that we'd been assigned for that class. We'd all watched it the previous week. It was a movie I had never heard of, made in the early 1970s. I didn't think it was particularly good and from my brief conversations with other students, it didn't seem like anyone else had either. Professor Smith started the lecture in an unusual way. He asked us to write down our name and how we rated the film, from one to ten, ten being the best. I rated it a four. He said he would collect the papers at the end of the class.

He spent the next hour telling us about the reception the movie had when it came out: he said it was a huge success and got great reviews. He told us that most respected reviewers thought the film was one of the most influential movies ever made and that it challenged and stretched the art form in a way that has yet to be matched. With 30 minutes remaining of the class period, he remembered the papers on which we'd rated the movie. He asked us to pass them in, but said that if any of us, upon reflection, wanted to change our rating, we could do it before passing it in. It seemed like all of us wanted to change our rating. I certainly did; I changed my rating to an 8 after hearing Professor Smith talk about how fabulous people thought the movie was.

I looked up, ready to pass in my paper and saw Professor Smith smiling at us. He told us he wasn't going to collect our papers. He said that the lesson for that day had been about the power of other people's opinions to influence our own. He noted that he hadn't told us anything substantive about the movie that could have affected our opinion; all that he told us was that well-respected people thought that the movie was extraordinary. We spent the rest of the class talking about whether it's okay to rely on other people's opinions. As he pointed out, it's certainly wise to listen to them and consider the possibility that we've gotten something wrong if many smart people disagree with us. But we also talked about the importance of knowing what you're doing. Being persuaded by the credentials of someone else is very different from being persuaded by the arguments of someone else. Both can be okay but the lesson I took from that class was that, if you want to be a critical thinker, it's necessary to know the difference.

1. Which of the following can reasonably be inferred from the passage?

  1. The movie the author discusses was nominated for an award when it came out.
  2. The movie the author discusses was included in the class to support the lesson about the power of other people's opinions to influence our own, rather than for its artistic merit.
  3. The author became a film reviewer.
  4. The author doesn't believe it is okay to rely on other people's opinions.

2. According to the passage, which of the following is true?

  1. The professors asked the students to rate every movie on a scale of one-to-ten.
  2. The movie discussed in the piece was released in 1979.
  3. The author changed his or her rating of the movie after hearing the professor's lecture.
  4. Both professors were in class the day the author discusses in the passage.

3. Which of the following is most likely the reason for the author's inclusion of the description of the professor's smile?

  1. To show professor has a good sense of humor
  2. To show professor was nice
  3. To show professor liked his students
  4. To suggest things weren't as they seemed

4. Which of the following statements is true regarding the teacher's claim that the movie got great reviews?

  1. It is not necessarily true; it was possibly just said in order to teach the lesson the Professor wanted to convey.
  2. It is necessarily true.
  3. It is necessarily false.
  4. The professor's statement was made up by the author.

5. What does the author say is necessary to know if you want to be a critical thinker?

  1. the difference between truth and lies
  2. the difference between truth and lies
  3. the difference between being persuaded by someone's credentials versus by their arguments
  4. the difference between good and bad films

ACT Science Practice Questions

These questions pertain to the following passage:

The Lesson

Scientists disagree about the benefits of adaptations of many different animals. Two scientists discuss one adaptation of the fish of the coral-reef.

Scientist 1

The brilliant displays of colors of the fish of the coral-reef: scarlet, rose, yellow, turquoise, emerald and dozens of others, serve as camouflage for the fish living in the color complexity of the reef. We are incorrect if we analyze fish coloration by human eye standards; things look very different from the fishes' point of view. Fish cannot discern the yellow/ green color family with the particularity that the human eye can so, for example, a yellow trumpet fish nearly matches the green of the average coral reef. And the blue of the blue-and-yellow angel fish matches the bluish backgrounds a fish sees when looking to the distance in deep water. We need to understand the camouflage effect by how the fish see the world.

Scientist 2

In fish, as with many other animal species (peacocks, butterflies, snakes, etc…), the brilliant colors of the body are there to be seen and paid attention to. The bright colors might send flaunting messages: come-ons to potential mates or warnings to possible predators that the fish has distasteful or toxic flesh. It has also been suggested that the bright and varied colors might act as a kind of ecosystem color-coding that lets all the fish species that share a reef keep track of who is who.

1. Which of the following phrases best describe the major point of difference between the two scientists' viewpoints?

  1. adaptations in many different animals
  2. the function of coloration in coral-reef fish.
  3. the fish of the coral-reef
  4. the different colors of coral-reef fish

2. According to Scientist 1,

  1. fish don't care about color differences
  2. fish aren't threatened by color differences
  3. fish perceive color differently than humans
  4. fish aren't attracted to color differences

3. Which of the following is the best synonym for the word “flaunting” as used in the passage?

  1. showy
  2. modest
  3. camouflaged
  4. discreet

4. To what other animal does Scientist 2 not compare fish?

  1. snakes
  2. butterflies
  3. beetles
  4. peacocks

5. According to Scientist 1, which color family can fish not discriminate as well as humans can?

  1. blue/ green
  2. yellow/ green
  3. yellow/ blue
  4. scarlet/ rose

ACT Practice Test Answers

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Last Updated: 05/28/2014

 

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