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When Is the Best Time to Take the SAT or ACT for the First Time?

The ideal window for a student’s first official SAT or ACT is the winter or early spring of junior year — typically between December and April. By this point, most students have completed the coursework in math and English that these tests assess, and there’s still enough runway to retake the test in the spring or early fall of senior year if the initial scores fall short.

Jamie Berger, a veteran college admissions expert at Great College Advice, emphasizes a critical principle in his guidance to families: students should never take an official test “for practice.” A handful of the most selective schools require that students submit scores from every test taken from ninth grade onward. This means every official sitting carries real weight.

Before registering for an official exam, students should take a full-length practice test of both the SAT and ACT in a timed, test-like environment.

On occasion, a counselor may recommend an earlier or later test date based on the student’s academic trajectory, course load, and extracurricular schedule. A student who is ahead in math, for example, might be ready to test in the fall of junior year, while a student taking AP courses with heavy spring demands might be better served waiting until summer.

“Once your student understands whether the SAT or ACT is better for them, plan to take the first official test in the winter or early spring of junior year. This will leave enough time to take the test again should the scores be unsatisfactory.”

— The Great College Advice Family Handbook

For a deeper look at how standardized testing fits into the college admissions process, explore our comprehensive guide on how early to take the SAT or ACT.

What Is the Ideal SAT/ACT Testing Timeline from Freshman Year Through Senior Year?

A well-planned testing timeline removes stress and maximizes results. Here’s the strategic approach:

9th and 10th Grade: Build the Foundation

Freshman and sophomore years are not the time for official testing. Instead, students should focus on building strong academic foundations in math and reading — the skills that underpin both the SAT and ACT. The PSAT, typically administered in October of 10th and 11th grade, serves as a useful low-stakes diagnostic. For juniors, the PSAT also qualifies students for consideration for the National Merit Scholarship, so it’s worth taking seriously.

By the end of sophomore year, motivated students can begin taking full-length practice tests of both the SAT and ACT at home or through a prep company. This early diagnosis helps families plan summer preparation if needed.

11th Grade: The Main Testing Window

Junior year is when the real testing action happens. The recommended sequence:

Fall (September–December): Complete diagnostic practice tests if not already done. Begin focused test preparation — at a minimum, practice a section each day in the months leading up to the exam.

Winter/Spring (December–June): Take the first official SAT or ACT. If scores are below target, retake in May or June after additional preparation. Many students see meaningful score improvements on a second sitting simply from greater familiarity with the testing format and conditions.

12th Grade: Final Opportunities

August–October: The last practical window for retesting. Students applying Early Decision or Early Action (with deadlines typically in November) need their final scores by October at the latest.

December: The absolute last test date for most Regular Decision applicants, though some schools may accept January scores. Check each college’s specific requirements.

One parent in the Great College Advice community shared practical wisdom about this timeline: when it comes to competitive programs like engineering, even at technically test-optional schools, submitting strong scores can make a meaningful difference in admissions outcomes — and waiting for a higher score before submitting an application is sometimes the smarter strategic move.

How Many Times Should You Take the SAT or ACT?

The sweet spot for most students is two to three official sittings. Here’s why that number works:

The first attempt establishes a baseline and gives students the invaluable experience of testing under real conditions — something no practice test can fully replicate. The second attempt typically yields improvement as students apply lessons learned from the first sitting and benefit from additional preparation. A third sitting can be worthwhile if a student sees a clear upward trajectory and has done meaningful work between tests.

Beyond three attempts, the returns diminish significantly. Students should turn their attention elsewhere, like making an impact in their community or brainstorming potential essay topics.

How Superscoring Works in Your Favor

Most colleges practice “superscoring,” combining a student’s best section scores across all test dates to create the highest possible composite. For example, if your student scores higher in math in March but higher in reading in June, colleges that superscore will use the higher score from each section.

This is why submitting scores from multiple test dates can actually benefit your student at schools that superscore. Great College Advice counselors help families navigate these decisions toward the end of the application process, ensuring the right scores are sent to the right schools.

Both the SAT and ACT also offer Score Choice, which allows families to decide which score reports to send. However, some colleges require that students submit all scores, so it’s important to check each school’s policy.

Should My Student Take the SAT, the ACT, or Both?

Every college in the United States accepts both tests equally. The decision comes down to which exam better matches your student’s strengths — and the only reliable way to determine this is to take a full-length practice test of each under timed, realistic conditions.

A common strategy

Some students prefer to take both tests in an official setting to compare their real-world results. This is a perfectly valid strategy, as long as they’ve prepared for each. Once a student identifies which test plays to their strengths, Jamie Berger recommends focusing preparation efforts on that single exam rather than splitting time between both.

For students considering testing accommodations such as extended time, it’s worth noting that both the SAT and ACT offer accommodations — but the application processes and timelines differ slightly, so plan accordingly.

Is It Worth Taking the SAT or ACT If Colleges Are Test-Optional?

In nearly all cases, the strategic answer is yes — provided your student can achieve scores that strengthen their application.

As one admissions officer shared with Great College Advice: “Test scores matter less than you think they do, but more than you want them to.”

Since the Covid pandemic, a growing number of colleges and universities have adopted test-optional policies. However, “test optional” does not mean “test irrelevant.” When test scores are not submitted, admissions offices weigh other credentials more heavily — including GPA, course rigor, essays, and extracurricular activities. At the most selective schools, where thousands of applicants have similar academic profiles, strong test scores function as a differentiator that helps admissions officers sort through the pile.

A community member in the Great College Advice network observed that even at schools advertising test-optional policies, admissions committees often “prefer test scores” — particularly for competitive programs. Students who applied test-optional to engineering programs, for instance, sometimes found themselves at a disadvantage compared to peers who submitted strong math scores.

The Financial Argument for Testing

Beyond admissions, there’s a compelling financial case for taking the SAT or ACT. At many colleges and universities, merit-based financial awards are closely tied to test scores. A few additional points can translate to thousands of dollars in scholarships annually — and across four years, that adds up significantly.

As Jamie Berger notes, investing in test preparation “might save you $20,000 a year by getting more merit aid at a college. You can’t guarantee it, but it very well often does.” For families focused on value and ROI in the college process, the testing investment is one of the highest-return decisions available.

FairTest.org maintains a comprehensive list of schools that do not require standardized test scores, which can be a useful reference as your family builds its college list.

How Should My Student Prepare for the SAT or ACT, and When Should Prep Begin?

Test preparation should begin at least two to three months before a student’s first planned test date. For most students targeting a winter or spring junior-year test, that means starting focused preparation in the fall of 11th grade.

The Great College Advice Family Handbook puts it plainly: “Just like getting to Carnegie Hall, the best way to get ready for standardized tests is to practice, practice, practice! Although colleges do not like to admit it, students’ scores on both tests can be significantly influenced by familiarity and coaching.”

Recommended Preparation Resources

Students should complete as many full-length practice exams as possible under test-like conditions. At a minimum, they should find time in their schedule to practice at least one section every week in the months leading up to the exam.

For test prep books, Great College Advice recommends the official guides: The Real ACT Prep Guide from ACT and The Official SAT Study Guide from College Board. These contain real past exam questions and are the most reliable preparation resources available.

For more structured preparation, Great College Advice’s comprehensive packages include a one-year license for self-paced SAT and ACT prep through Magoosh, and counselors work with each family to build a preparation strategy that fits their student’s learning style and schedule.

A Note for Parents: Remember that it’s OK to encourage and even, on occasion, cajole your student when it comes to standardized test preparation and performance. Be careful not to communicate that a high test score is a measure of your love and support for your child. Focus on the test as a ‘mountain to be climbed,’ and not a measure of a person’s worth.

What If My Student Needs Testing Accommodations for the SAT or ACT?

Both the College Board (SAT) and ACT offer accommodations to students with documented learning differences — including extended time, extra breaks, and alternative testing formats. The accommodation process requires advance planning, so families should begin early.

To qualify for accommodations, students do not need a 504 plan in place at their high school prior to requesting testing accommodations. The application should be submitted through the student’s high school; parents can only apply directly to the testing agencies in special circumstances.

The approval process can take weeks or even months, which is why Great College Advice recommends approaching your school’s guidance office as soon as possible. Ideally, families should begin the conversation no later than the sophomore year to ensure that accommodations are fully approved before junior-year testing begins.

If you think your student may qualify, start by talking with your school counselor about the documentation requirements. If your family is working with an independent college admissions counselor, they can help you navigate this process alongside the school to ensure nothing falls through the cracks.

Building Your Student’s Test Plan: Putting It All Together

The testing process works best when families approach it strategically rather than reactively. Here’s a quick-reference summary:

Sophomore Year: Take practice tests of both the SAT and the ACT to identify the best fit. Begin conversations about accommodations if applicable. Use the PSAT as a low-stakes diagnostic.

Fall of Junior Year: Start focused preparation. Register for a winter or spring test date.

Winter/Spring of Junior Year: Take the first official test. Evaluate scores and determine if a retake is warranted.

Summer Before Senior Year: Targeted preparation for a retake if needed.

Fall of Senior Year: Final test date (ideally by October for Early Decision/Early Action applicants).

Building this plan is one of the first things Great College Advice counselors work on with families. As Jamie Berger’s team advises, “While your counselor will be working with your student to put together a testing plan and preparation strategy, you are an integral part of that process.” Parents know their student’s strengths, stress levels, and schedules — and that knowledge is essential to creating a plan that works.

And if your family is ready for a personalized testing strategy as part of a broader college planning approach, reach out to Great College Advice to start the conversation.

​

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But sometimes we get questions that really impress me. Yesterday, a young man in the eighth grade wrote asking very intelligent, well-crafted questions regarding his future plans. He was open and self-aware and displayed a maturity that sometimes is missing in students much older.

With his permission, I am going to share his question with you, as well as my answer. I think this young man is well-poised to map his educational journey.

Question: How to plan for college in 8th grade

To whom it may concern,

My name is (name withheld) and I currently am in eighth grade. I have an interest in screenwriting and am beginning to look at some college options. I do have some learning disabilities like having Tourettes syndrome and being foreign language exempt. Would something like being foreign language exempt prevent me from being able to go to a college?

Thank you and I hope you have a nice day.

Response: How to plan for college in 8th grade

You’re doing your planning early…good for you! You are also seeing that all this college finding stuff is a puzzle. You’ll want to check the admissions requirements for each college carefully. You’ll want to check if they have learning services programs to support you with your learning differences—if you need support. And you’ll want to look at the screen writing programs, of course.

Keep in mind, however, that many, many great screenwriters never went to a “screen writing program” or majored in such a thing. See if you can uncover where some of your favorites went to college. What did they study? Theater? English? History? Biology? I have a friend who has written for many different TV shows in Hollywood. I think he majored in English. [Addendum: I confirmed with my friend that he majored in “American Civilization,” a combination of history and literature.]

So keep asking questions, find people who do what you want to do, and ask they how they got there. Send them emails—just like you sent me one. You’ll be surprised how willing people are to share.

Good luck!

And then, to my surprise, the young man wrote me back.

Thank you for all of the advice. This will help me significantly.

Thanks again for all the help, I will use your advice to help me in my educational ventures.

This young man has plenty of time to explore, to ask more excellent questions, and to learn more about what sorts of educational experiences (both in and outside the classroom) will help him to achieve his goals. I always like to point out, especially with younger students, that there are many paths toward a goal: you just have to pick the one that fits you best, without losing sight of the goal. A focused screenwriting program may be what he needs. Or he may fit better in a smaller college that focuses on building general writing skills–that has a course or two in screenwriting. Or one that helps create excellent internships in the creative arts.

And if he has particular concerns that need to be addressed, like his learning differences and the limitations those may impose, he can begin now to adjust his path without every giving up on his ultimate goal of becoming the next Oscar-winning screenwriter.

One other thing: I was blown away by this young man’s willingness to write a complete stranger for advice. And what impresses me, also impresses admissions officers. So parents, please encourage your students to do their own investigations and to ask their own questions. Resist the temptation to do the research for them. Instead, guide them, encourage them, and watch over them as they communicate with those who can help them figure out how to get where they want to go.

The lessons learned through the process are at least as important as the lessons learned in the classroom.

Great College Advice

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The following six core elements of documentation should help you evaluate your current documentation:

1. Documentation should contain a clear statement identifying the area of disability

Classification codes from the Diagnostic Statistical Manual (DSM) or the International Classifications of Disease (ICD) are helpful. Be sure the documentation includes the dates of the original diagnosis and any evaluations performed by referring professionals, along with a date and description of the most current evaluation.

2. Documentation should contain information regarding the current functional impact of the disability

A psycho-educational battery of tests consisting of standardized tests that measure aptitude, achievement, and cognitive processing is the most common approach for identifying and quantifying a learning disability. And it is likely to meet the minimum requirements for documentation at any college or university. Current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described in narrative, and when formal or informal testing was used, the details of the results should also be included.

3. Documentation should include information about treatments, medications, and assistive devices and services

While it is important to specifically describe treatments, medications, accommodations, assistive devices and assistive services that your student is currently receiving. It is also important to include a description of their estimated effectiveness in minimizing the impact of the disability.

4. Documentation should provide a description that provide information about the expected progression or stability of the disability over time

Include a description of any expected change in the functional impacts of the disability over time. Also include information about any recommendations concerning the need for re-evaluation of the disability, especially if your student experiences flare-ups or episodes.

5. Documentation should include recommendations

Because recommendations must be reviewed and approved by the college or university. All recommendations should be directly linked to the impact of the disability. When connections are not specific, they should be explained in detail.

6. Documentation should contain the credentials of the evaluator

If your student’s documentation does not contain a letterhead or form, be sure to include the credentials of the evaluator. If the credentials of the evaluator are not typically associated with the diagnosis of the disability. Be sure to include a brief description of the evaluator’s experience with this type of diagnosis.

Remember, in order to receive accommodations at the post-secondary level, documentation must demonstrate that your student has a disability as defined by the ADA and Section 504. Colleges grant accommodations when existing documentation clearly links the current impact of the disability to the requests your student is making. To avoid complications, always investigate the specific documentation requirements for the colleges your student is likely to attend by either visiting the college’s website or contacting the college’s Disability Services Office.

Heather Creech, M.A. CCC-SLP
Educational Consultant

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