What is the primary focus of prep when a student is already scoring in the 33–34 range?

At the 33–36 level, students rarely face raw conceptual or content gaps. Instead, preparation shifts toward mastering deeply integrative skills—such as synthesizing information across highly complex reading texts or predicting structural modifications in science experiments—and building the ironclad consistency needed to avoid dropping a single careless point under intense time pressure.

Why does the Integrating Essential Skills (IES) overlay matter so much for high-scoring students in Math?

The IES overlay evaluates foundational math concepts layered within advanced problems. For elite students, lost math points are seldom due to the hard, upper-tier standards (like logarithms or matrices); instead, they are almost always minor, careless arithmetic slips made during an introductory step buried inside a multi-layered problem.

How does the ACT Reading section change when pushing for a perfect score?

The test introduces highly complex literary and informational passages that require cross-textual synthesis. Rather than tracking down localized details, a student must draw subtle logical conclusions across disparate sections of text, analyze intricate word connotations, and infer an author's overarching rhetorical purpose when structural relationships are deeply nuanced.

What are the advanced math concepts tested exclusively in the 33–36 score band?

This top tier demands absolute mastery of polynomial remainder theorems, exponential function modeling, matrix multiplication, unit circle trigonometry, basic trigonometric identities, logarithmic manipulations, and evaluating the design validity or randomizations of statistical studies.

How to Get a 33, 34, 35, or 36 on the ACT®

Read time: 5 min · Last updated: June 21, 2026

How do I get a 33? How do I get a 34? How do I get a 35? How do I get a perfect 36?

First, you need an official score. Here's how to pull one – so make sure you do that first. You need to break it down by reporting category. Otherwise, if you don't, you won't know the actual sections you're weak on, and you're throwing darts at a board without being able to see the target. At this level the weak spots are narrow and specific, so seeing the target matters more here than anywhere else.

So get your official score by following that guide, then check out these articles. This page assumes your son or daughter has a section score in the 33–36 range. That could mean math is sitting at 33–36 while other sections are higher or lower – work this page for whichever section falls in this band.

A note on what's here: this page covers only the standards that are new at the 33–36 level. The skills below 33 are assumed mastered. If they're not, start with the 28–32 band first, because everything here builds on that foundation. This is the top band – there is no page above it. A student here usually isn't missing content; they're missing a handful of the hardest, most integrative skills, plus the consistency to not drop a careless point. That's the whole game from here. The next step is to see which actual ranges within that score are lowest. If it's algebra, study algebra below. If geometry, study geometry.

English

The printed English reporting categories are Production of Writing (POW), Knowledge of Language (KLA), and Conventions of Standard English (CSE). The ACT's underlying TOD and ORG standards roll up into POW; KLA into KLA; and SST, USG, and PUN into CSE.

Production of Writing

TOD 701 — Identify the purpose of a word, phrase, or sentence when the purpose is complex (e.g., anticipating a reader's need for background information) or requires a thorough understanding of the paragraph and essay. Study this skill
TOD 702 — Determine whether a complex essay has met a specified goal. Study this skill
TOD 703 — Use a word, phrase, or sentence to accomplish a complex purpose, often in terms of the focus of the essay. Study this skill
ORG 701 — Determine the need for transition words or phrases, basing decisions on a thorough understanding of the paragraph and essay. Study this skill
ORG 702 — Provide a sophisticated introduction or conclusion to or transition within a paragraph or essay, basing decisions on a thorough understanding of the paragraph and essay (e.g., linking the conclusion to one of the essay's main images). Study this skill

Knowledge of Language

KLA 701 — Delete redundant and wordy material that involves sophisticated language or complex concepts or where the material is redundant in terms of the paragraph or essay as a whole. Study this skill
KLA 702 — Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticated. Study this skill

Conventions of Standard English

SST 701 — Recognize and correct very subtle disturbances in sentence structure (e.g., weak conjunctions between independent clauses, run-ons that would be acceptable in conversational English, lack of parallelism within a complex series of phrases or clauses). Study this skill
USG 701 — Ensure subject-verb agreement when a phrase or clause between the subject and verb suggests a different number for the verb. Study this skill
USG 702 — Use idiomatically and contextually appropriate prepositions in combination with verbs in situations involving sophisticated language or complex concepts. Study this skill
PUN 701 — Delete punctuation around essential/restrictive appositives or clauses. Study this skill
PUN 702 — Use a colon to introduce an example or an elaboration. Study this skill

Math

The printed Math reporting categories are Preparing for Higher Math (PHM) – itself split into Number & Quantity, Algebra, Functions, Geometry, and Statistics & Probability – plus Integrating Essential Skills (IES) and Modeling (MDL).

Same reminder as the lower bands: IES and MDL are not separate question types. They're overlays. IES re-scores the easier content woven through every question; MDL re-scores any question that asks the student to produce, interpret, or evaluate a model. A single question can count toward a content category and IES and MDL at once. There's no "IES page" or "MDL page" to study. At the 33–36 level, the IES overlay matters more than parents expect: the points you lose up here are usually not the hard new standard – they're a careless slip on an easy step inside a hard problem. Where a standard is modeling-heavy, I've marked it (MDL).

Number & Quantity

N 701 — Analyze and draw conclusions based on number concepts. Study this skill
N 702 — Apply properties of rational numbers and the rational number system. Study this skill
N 703 — Apply properties of real numbers and the real number system, including properties of irrational numbers. Study this skill
N 704 — Apply properties of complex numbers and the complex number system. Study this skill
N 705 — Multiply matrices. Study this skill
N 706 — Apply properties of matrices and properties of matrices as a number system. Study this skill

Algebra

AF 701 (MDL) — Solve complex arithmetic problems involving percent of increase or decrease or requiring integration of several concepts (e.g., using several ratios, comparing percentages, or comparing averages). Study this skill
AF 702 (MDL) — Build functions and write expressions, equations, and inequalities when the process requires planning and/or strategic manipulation. Study this skill
AF 703 — Analyze and draw conclusions based on properties of algebra and/or functions. Study this skill
AF 704 (MDL) — Analyze and draw conclusions based on information from graphs in the coordinate plane. Study this skill
AF 705 — Identify characteristics of graphs based on a set of conditions or on a general equation such as y = ax² + c. Study this skill
AF 706 — Given an equation or function, find an equation or function whose graph is a translation by specified amounts in the horizontal and vertical directions. Study this skill
A 701 — Solve simple absolute value inequalities. Study this skill
A 702 — Match simple quadratic inequalities with their graphs on the number line. Study this skill
A 703 — Apply the remainder theorem for polynomials, that P(a) is the remainder when P(x) is divided by (x – a). Study this skill

Functions

F 701 (MDL) — Compare actual values and the values of a modeling function to judge model fit and compare models. Study this skill
F 702 (MDL) — Build functions for relations that are exponential. Study this skill
F 703 — Exhibit knowledge of geometric sequences. Study this skill
F 704 — Exhibit knowledge of unit circle trigonometry. Study this skill
F 705 — Match graphs of basic trigonometric functions with their equations. Study this skill
F 706 — Use trigonometric concepts and basic identities to solve problems. Study this skill
F 707 — Exhibit knowledge of logarithms. Study this skill
F 708 — Write an expression for the composite of two simple functions. Study this skill

Geometry

G 701 — Use relationships among angles, arcs, and distances in a circle. Study this skill
G 702 — Compute the area of composite geometric figures when planning and/or visualization is required. Study this skill
G 703 — Use scale factors to determine the magnitude of a size change. Study this skill
G 704 — Analyze and draw conclusions based on a set of conditions. Study this skill
G 705 — Solve multistep geometry problems that involve integrating concepts, planning, and/or visualization. Study this skill

Statistics & Probability

S 701 — Distinguish between mean, median, and mode for a list of numbers. Study this skill
S 702 — Analyze and draw conclusions based on information from tables and charts, including two-way frequency tables. Study this skill
S 703 — Understand the role of randomization in surveys, experiments, and observational studies. Study this skill
S 704 — Exhibit knowledge of conditional and joint probability. Study this skill
S 705 (MDL) — Recognize that part of the power of statistical modeling comes from looking at regularity in the differences between actual values and model values. Study this skill

Reading

The printed Reading reporting categories are Key Ideas & Details (KID), Craft & Structure (CS), and Integration of Knowledge & Ideas (IKI). The ACT's CLR, IDT, and REL standards roll up into KID; WME, TST, and PPV into CS; and ARG and SYN into IKI.

Key Ideas & Details

CLR 701 — Locate and interpret minor or subtly stated details in complex passages. Study this skill
CLR 702 — Locate important details in highly complex passages. Study this skill
CLR 703 — Draw logical conclusions in complex passages. Study this skill
CLR 704 — Draw simple logical conclusions in highly complex passages. Study this skill
CLR 705 — Draw complex or subtle logical conclusions, often by synthesizing information from different portions of the passage. Study this skill
CLR 706 — Paraphrase statements as they are used in complex passages. Study this skill
IDT 701 — Identify or infer a central idea or theme in complex passages or their paragraphs. Study this skill
IDT 702 — Summarize key supporting ideas and details in highly complex passages. Study this skill
REL 701 — Order sequences of events in complex passages. Study this skill
REL 702 — Understand implied or subtly stated comparative relationships in complex passages. Study this skill
REL 703 — Identify clear comparative relationships in highly complex passages. Study this skill
REL 704 — Understand implied or subtly stated cause-effect relationships in complex passages. Study this skill
REL 705 — Identify clear cause-effect relationships in highly complex passages. Study this skill

Craft & Structure

WME 701 — Analyze how the choice of a specific word or phrase shapes meaning or tone in passages when the effect is subtle or complex. Study this skill
WME 702 — Interpret words and phrases as they are used in complex passages, including determining technical, connotative, and figurative meanings. Study this skill
WME 703 — Interpret words and phrases in a passage that makes extensive use of figurative, general academic, domain-specific, or otherwise difficult language. Study this skill
TST 701 — Analyze how one or more sentences in passages relate to the whole passage when the function is subtle or complex. Study this skill
TST 702 — Identify or infer the function of paragraphs in complex passages. Study this skill
TST 703 — Analyze the overall structure of highly complex passages. Study this skill
PPV 701 — Identify or infer a purpose in complex passages and how that purpose shapes content and style. Study this skill
PPV 702 — Understand point of view in highly complex passages. Study this skill

Integration of Knowledge & Ideas

ARG 701 — Analyze how one or more sentences in passages offer reasons for or support a claim when the relationship is subtle or complex. Study this skill
ARG 702 — Identify or infer a central claim in complex passages. Study this skill
ARG 703 — Identify a clear central claim in highly complex passages. Study this skill
SYN 701 — Draw logical conclusions using information from multiple portions of two informational texts. Study this skill

Science

The printed Science reporting categories are Interpretation of Data (IOD), Scientific Investigation (SIN), and Evaluation of Models, Inferences & Experimental Results (EMI).

Interpretation of Data

IOD 701 — Compare or combine data from two or more complex data presentations. Study this skill
IOD 702 — Analyze presented information when given new, complex information. Study this skill

Scientific Investigation

SIN 701 — Understand precision and accuracy issues. Study this skill
SIN 702 — Predict the effects of modifying the design or methods of an experiment. Study this skill
SIN 703 — Determine which additional trial or experiment could be performed to enhance or evaluate experimental results. Study this skill

Evaluation of Models, Inferences & Experimental Results

EMI 701 — Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text. Study this skill
EMI 702 — Determine whether presented information, or new information, supports or contradicts a complex hypothesis or conclusion, and why. Study this skill

The Last Few Points Are the Hardest

There's no band above this one. A student sitting at 33 or 34 who wants a 35 or 36 usually doesn't have a content gap – the standards above are mastered or nearly so. What's left is consistency under timed pressure and not dropping the one careless point that separates a 35 from a 36. That's the part that's hard to self-study, because you can't see your own blind spots. It's also the part where one-on-one work with me earns its keep.

Book a session to close the last points