How to Get Extra Time on the ACT®: A Step-by-Step Guide for Parents
Read time: 11 min · Last updated: June 22, 2026
If your son or daughter has a learning difference - ADHD, dyslexia, anxiety, or another documented condition - extra time on the ACT® Test may be one of the most valuable accommodations you can pursue. Done right, it can meaningfully change a student's score. Done wrong, or too late, it doesn't happen at all.
I'm an expert tutor. Here's exactly what you need to do, in order, to give your child the best chance of getting extra time on the ACT® Test.
What Is Extra Time on the ACT®?
The ACT® Test is a timed exam. Most students get:
- English: 45 minutes
- Math: 60 minutes
- Reading: 35 minutes
- Science: 35 minutes
Students who qualify for accommodations may receive 50% extended time - meaning 1.5x the standard time on each section. Some students qualify for 100% extended time, which doubles the time. There are other accommodations too - separate testing rooms, breaks, and more - but extra time is the most commonly requested and the most impactful.
The extra time is not shown on score reports sent to colleges. Colleges cannot see that a student tested with accommodations.
Who Qualifies for Extra Time?
The ACT® grants accommodations to students with documented disabilities that substantially limit a major life activity - in this case, taking a standardized test. Qualifying conditions often include:
- ADHD (Attention Deficit Hyperactivity Disorder)
- Dyslexia and other reading-based learning disabilities
- Processing speed disorders
- Anxiety disorders
- Autism spectrum disorders
- Physical disabilities affecting writing or stamina
- Vision or hearing impairments
The key word is "documented." A parent's belief that their child struggles is not enough. There needs to be a formal, recent evaluation from a qualified professional that diagnoses the condition and recommends accommodations.
The Step-by-Step Process
Step 1: Get a Psychoeducational Evaluation
This is the most important step, and it has to come first. Everything else depends on it.
A psychoeducational evaluation is a comprehensive assessment conducted by a licensed psychologist or neuropsychologist. It tests cognitive ability, academic achievement, processing speed, working memory, and more. The evaluator produces a detailed report that documents the diagnosis and, critically, recommends specific accommodations.
A few things to keep in mind:
The evaluation must be recent. The ACT® typically requires that testing documentation be no more than three to five years old. For high school students, this means an evaluation done in middle school may no longer be valid by test day. Check the ACT®'s current requirements before relying on older documentation.
The evaluation must be specific. For some learning differences, such as ADHD, merely needing longer time on tests in school is not enough to grant extra time on the ACT. Per the ACT®'s own diagnostic documentation criteria, an evaluation must show the:
Number of applicable DSM-IV or DSM-5 criteria and a description of how the criteria impair the examinee (e.g. measurable impairment in academic achievement, social functioning, sports, extracurricular activities, employment, clubs, daily adaptive functioning, and/or executive functioning. Failure to finish timed tests cannot be used in isolation to demonstrate impairment.)
Students with ADHD for example seek accommodations because their learning difference impacts most or every part of their life. Make sure the evaluation reflects that - it can be the difference between getting approved or not.
An IEP or 504 Plan is helpful but not automatically sufficient. Many parents assume that because their child already has an IEP or 504 Plan at school, the ACT® will automatically grant accommodations. That is not how it works. An IEP or 504 Plan is a school document. The ACT® is a separate organization with its own approval process.
Where to get an evaluation: Your child's school may provide evaluations through the special education department. Alternatively, private neuropsychologists conduct these assessments. Private evaluations are more thorough in most cases. They can be expensive - often between $2,000 and $4,000 if starting from no previous history. Some insurance plans cover part of this cost, and university training clinics sometimes offer evaluations at reduced rates.
Step 2: Get Accommodations Established at School
Once the evaluation is complete, work with your child's school to establish a formal 504 Plan or IEP that includes the recommended accommodations. Specifically, the plan should include extended time on tests.
This step matters for the ACT® approval process for a very specific reason. The ACT® gives significant weight to whether a student already receives accommodations at school. If the school has granted a student extended time and the student has been using it, that demonstrates a consistent, established need - not a last-minute request designed to game the system.
But extra time on tests alone does not make the student eligible for extra time on the test - the learning difference needs to impact every part of your child's life. And it does, so make sure the evaluation has that reflected.
The earlier accommodations are in place, the better. Ideally, your child should have been receiving school accommodations for at least a year before applying to the ACT® for accommodations. Even though that's not always the case, it does make the approval process easier.
Step 3: Apply for ACT® Accommodations Through the School
Here is something that many parents don't realize: the application for ACT® accommodations is almost always submitted by the school, not the parent or student.
The process works like this:
- The school's designated ACT® coordinator (typically a counselor or special education coordinator) submits the accommodations request through the ACT® online portal.
- The documentation - the psychoeducational evaluation report and the current 504 Plan or IEP - is uploaded as part of that submission.
- The ACT® reviews the request and either approves, requests more information, or denies it.
Your job as a parent is to make sure the school knows this needs to happen, has the correct documentation, and submits the request on time.
Step 4: Understand the Timeline
Timing is everything here. The ACT® requires that accommodation requests be submitted before the registration deadline for each test date. That deadline is typically about five weeks before the test.
More importantly, the review process can take time. The ACT® recommends submitting requests well in advance - ideally months before the intended test date, not weeks.
Here's a realistic timeline to work backward from:
- Test date: The date your child plans to sit for the ACT®
- Submission deadline: Approximately 5 weeks before test day (confirm the exact date on the ACT® website)
- Allow for review time: The ACT® review process can take several weeks
- School processing time: Schools need time to gather documentation and submit
- Evaluation completion: A psychoeducational evaluation can take several weeks to schedule and complete, and the written report may take additional time
Put all of that together and you're looking at starting this process at minimum three to four months before the test date. Starting six months out is even better, especially if your child doesn't yet have a formal evaluation or a 504 Plan/IEP.
Step 5: Follow Up and Know Your Options If Denied
Once the request is submitted, follow up with the school to confirm the submission went through. Then wait for the ACT®'s decision.
If approved: Your child will receive a Student Authorization Letter that outlines the specific accommodations granted. The student presents this on test day. Make sure the test center is aware of the accommodations in advance.
If denied: The ACT® will provide a reason. Common reasons include insufficient documentation, documentation that is too old, or the absence of established school accommodations. You can appeal a denial. The appeal process involves submitting additional documentation that addresses the specific reason for the denial.
If the denial is related to documentation quality, a more thorough private evaluation may strengthen the appeal. Work with the evaluating psychologist to ensure the report directly connects the diagnosis to the specific functional limitations your child experiences in a standardized testing environment.
Practical Tips From My Experience as a Tutor
Start earlier than you think you need to. I've seen families begin this process three weeks before a test date. That is not enough time. The process has multiple steps, each with its own timeline, and delays happen.
Don't assume the school will handle it automatically. Schools handle many students. Stay in close communication with your child's counselor and special education coordinator. Ask for written confirmation at each step.
Use the extra time strategically. Getting extra time approved is one thing. Using it well is another. The ACT® Reading Test, for example, is the section where extra time tends to have the most dramatic effect because it is the most time-pressured for most students. Once accommodations are in place, your child should practice with the extended time to learn how to use those additional minutes effectively.
The ACT® is not the only test. The SAT® has its own separate accommodations process through College Board. Accommodations approved for the ACT® do not automatically transfer to the SAT®. If your child is considering both tests, you'll need to apply to each organization separately.
Colleges do not know. As mentioned earlier, score reports do not indicate that a student tested with accommodations. There is no flag, no asterisk, no notation. Your child's scores are just scores.
A Note on Ethics
Some families pursue evaluations primarily to gain a testing advantage. The accommodations process is designed for students with genuine documented needs. A legitimate evaluation will reflect what it finds - if the data supports accommodations, they will be recommended. If it doesn't, they won't be. This process should be about ensuring your child has access to the conditions they need to perform at their actual ability level.
A 2003 study by the College Board found that students who did not need extra time but got extra time did not statistically improve:
"students who did not need extra time improved their scores by no more than 10 points in Verbal (CR) and 20 points in Math when given extended time, whereas students who had been diagnosed [with] learning disabilities increased their scores by 45 in Verbal (CR) and 38 in Math with extended time."
Summary
Getting extra time on the ACT® is a multi-step process that takes months to complete. Here's the short version:
- Get a psychoeducational evaluation from a licensed psychologist
- Establish accommodations at school through a 504 Plan or IEP
- Have the school submit an accommodations request to the ACT®
- Plan for a timeline of at least three to six months before the intended test date
- Follow up, and appeal if denied
If your child has a documented learning difference and has never been evaluated, the sooner you start this process, the better. The ACT® Test is hard enough on its own. There's no reason a student with a genuine need should be sitting for it under conditions that don't account for that need.
For the wider picture of what's possible here, see what most parents don't know about ACT accommodations, part of the larger set of insider knowledge for families navigating the test.