Understanding Score Improvement on the SAT and ACT
If you’ve been looking for how to improve your SAT or ACT score, you’ve probably run into claims of massive score jumps—300, 400, 500 points. But how does score improvement actually work? What factors influence it? And how should parents and students think about setting goals and measuring progress? In this guide, we’ll break down the real story behind SAT and ACT score improvement.
What Is Score Improvement?
Score Improvement = Final Test Score - Baseline Score
When we talk about score improvement, we’re specifically looking at the difference between a student’s baseline score and their highest or final test score. This number is supposed to reflect how much a student has improved from the beginning of test prep to the end.
A baseline score is intended to approximate a student’s initial scoring level, typically at the start of their standardized test preparation. However, it’s not always perfect: initial scores can be influenced by things like the particular test, the testing environment, or even just how the student was feeling that day. Knowing these factors helps put that first score into perspective.
Characteristics of Different Baseline Tests
Official Practice Tests from Test Makers
Official practice tests are generally the most reliable baseline—they closely reflect the actual exam in content, style, and difficulty. For the ACT, these include official practice tests or previously administered tests. For the SAT, students can use official practice tests from College Board’s Bluebook app, which replicates the digital format of the new SAT. The PSAT, which is also created by College Board, provides another good baseline for SAT performance. While it is slightly easier and has a narrower scoring range, the PSAT provides a solid estimate of a student’s likely SAT score if they had taken the SAT at the same time.
Third-Party Tests
There’s no shortage of third-party SAT and ACT practice tests out there, but they often struggle to match the official exams in several critical respects. Most companies lack the resources to replicate the official tests closely, leading to scores that either underestimate or overestimate actual performance.
Unique Challenges with the Digital SAT
The new digital SAT brings additional challenges for third-party test makers. One major issue is the limited availability of released official questions, which makes it difficult to model third-party tests effectively. Additionally, the adaptive format—where question difficulty adjusts based on performance—and the complex scoring system add to the difficulty of creating accurate replicas.
Influence of the Testing Environment
The accuracy of a baseline score depends not only on the quality of the practice test but also on whether it was taken in an environment that mirrors true testing conditions. These factors contribute to a more (or less) reliable snapshot of a student’s starting point:
Strict Timing: Adhering to the official time limits is critical. Timing is one of the biggest challenges on these tests, and if you don’t stick to the allotted time, the results simply won’t be accurate. Giving yourself extra time may inflate your score in ways that won’t translate to real test day performance.
Quiet, Distraction-Free Environment: A calm, focused setting helps replicate official test day conditions. This includes removing potential distractions like phones, as they wouldn’t be allowed during an official exam.
Even under perfect conditions, a baseline score is just a snapshot—it captures one moment in time, not the full picture. Plenty of factors can throw it off. A student might underperform because they weren’t focused, didn’t put in much effort, or just had an off day, making their score lower than their true starting ability. On the flip side, they could also overperform—maybe they got lucky on a few questions, leading to a score that’s higher than their actual level.
If you suspect your baseline score doesn’t fully reflect your abilities—whether it feels unusually low or high—taking another practice test under correct conditions can confirm whether the first score was accurate or not.
The Timing of the Baseline Test Matters
One often-overlooked factor in score improvement is the timing of the baseline test itself. The further the baseline is from the final test date, the more time there is for natural academic growth to occur. For instance, students who take their baseline early in sophomore year have a longer window to mature academically, encountering new material in math and developing their verbal skills.
On the other hand, a baseline taken later—such as in the spring of junior year—may reflect a point much closer to the final testing date, leaving less time for measurable growth. This doesn’t mean that students who take an earlier baseline end up scoring higher; rather, the perception of great improvement is just a function of the longer timeframe.
For example, the College Board reports that test-takers see an average increase of 50 points between the PSAT in the fall of 10th grade and the PSAT in the fall of 11th grade, even without focused test preparation. That means if a student uses their 10th-grade PSAT as their baseline, their improvement will look 50 points higher (on average) than if they had used their 11th-grade PSAT—even if their final SAT score is exactly the same.
Different Types of Barriers to Score Improvement
Not all obstacles to SAT or ACT score improvement are the same. Some are quick fixes, while others are more ingrained and harder to change. This difference explains why two students with the same starting score might see very different results.
A major factor is whether a student’s struggles come from gaps in what they know or how they think through problems:
Gaps in knowledge include, for example, missing grammar rules, unfamiliar math formulas, or a lack of test-taking strategies. These typically can be pinpointed with practice and improved with targeted review.
Cognitive skills—like reasoning, problem-solving flexibility, and attention—play a deeper role in performance. Struggles in these areas affect how efficiently a student processes questions, spots patterns, or works under time pressure. Unlike knowledge gaps, these are harder to “study” away and may put a harder natural limit on improvement.
Granted, this neat distinction is a bit of an oversimplification. But the general idea is still true: if a student’s weaknesses are mostly knowledge-based, they can often improve quickly with the right study plan. If their challenges stem from cognitive processing, improvement is often slower and less predictable.
Of course, understanding why a student is struggling is only part of the picture. The next step is knowing what to do about it. Regardless of whether the challenge is content knowledge, reasoning, or mindset, meaningful score improvement tends to follow the same core patterns—certain types of prep simply work better than others.
What Actually Drives Score Improvement?
Score improvement depends on both the quality and the quantity of preparation. Students who make significant gains tend to follow a process that’s focused, consistent, and grounded in the right materials. Here’s what that usually involves:
Focused Practice
Students make the most progress when their prep targets the areas most likely to move their score. That could mean addressing specific weaknesses, but just as often, it means doubling down on strengths. The goal is to use time strategically—not to cover everything equally, but to focus on what matters most.Meaningful Review
Improvement doesn’t just come from doing problems; it comes from understanding why questions were missed. Students who take the time to review carefully—looking for patterns, correcting misunderstandings, and refining strategies—tend to avoid repeating mistakes and build more durable skills.Aligned Materials
Using practice tests and study materials that closely reflect the actual SAT or ACT is essential. Official tests are best. High-quality third-party resources can be helpful too, as long as they match the format and difficulty level of the real exam. Misaligned materials can create confusion or lead to misplaced confidence.Sufficient Time
Score improvement takes time. Students who build a consistent prep routine over several weeks or months are far more likely to see meaningful results. Short-term cramming may help with familiarity, but deeper improvement—especially in timing, strategy, and reasoning—requires sustained work.
Conclusion: Putting It All Together
In many cases, the most impressive score improvements occur when multiple positive factors align. Consider a student whose baseline score was taken during sophomore year, who underperformed on that test, has weaknesses in areas that are easily addressed, and is dedicated and organized in their approach. When these favorable elements come together, significant score improvements—sometimes 300, 400, or even 500 points—are possible. These gains may seem remarkable but are the natural outcome of multiple factors working together.
Score improvement is a complex question with no simple answer. It depends on many interrelated factors, from the obstacles a student faces to the quality and consistency of their preparation. An accurate baseline, correct focus, high-quality materials, consistent effort, and an openness to learning from mistakes are all pieces of the puzzle. By understanding these components, students can approach their test preparation with a realistic perspective, recognizing the importance of each element in achieving meaningful progress.
Hopefully, this guide has helped clarify the different elements that affect score improvement and provided a framework for understanding your own potential. Every student’s journey is unique, and recognizing the interplay of factors like mindset, consistency, and effective practice can help create a balanced approach to improving scores.
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