The first step of the application process is the Main Application form, where you provide detailed demographical, educational and extracurricular information, and indicate to which college(s) you wish to apply.  Begin by creating a username and password to start your application. Be sure to complete at least the Getting Started form in your first session. All of your responses are saved once you submit each page, and you can return at a later point to keep working on the application.

The personal essays are perhaps the most important part of your Act Six application. Therefore you should allow time to carefully consider, thoughtfully compose and thoroughly edit each essay. You will be evaluated on content, mechanics and style.

It is critical that you compose your essays in a separate word processor so you can use spell check and edit carefully. When you have a final product, copy and paste your essays into the online form.

Use plain text only, as no formatting or special characters will be preserved. Insert a blank line between each paragraph. Responses to each question must be no longer than 500 words. This is typically about one page, double-spaced. Use the word count feature of your word processor to check the length, then confirm that the complete essay is pasted into the form.

Please be aware that if you disclose information regarding child abuse, neglect or other harm to minors, readers may be required to report this information to the appropriate authorities.

The following four personal essay questions are required for all Chicago applicants:

1. Act Six seeks to identify service-minded leaders who want to make their college campuses and their home communities better. This question has two parts: First, describe something that you appreciate and something you would like to change about your current community. Second, how will your college education equip you to bring about the transformation you hope for your community?
2. Describe a concrete way that your ethnic or cultural background has shaped your life. Reflecting on that background, what unique perspectives and strengths would you bring to the college campus and how would you hope to grow personally as a part of a multicultural Act Six cadre?
3. Describe any personal hardships, unusual circumstances you have had to overcome, or other aspects of your life story that you think we should consider in reviewing your application. How have these experiences shaped you as a person and how can they help you in the future?
4. Describe your relationship with Jesus Christ, sharing experiences and/or influences that are contributing to your spiritual development. Include specific ways in which you have seen Jesus at work in your life in the past year. With this in mind, how do you hope to contribute to the campus community at the college you attend?

You and your parent(s) must complete the FAFSA at fafsa.ed.gov, starting October 1, to estimate your EFC (Expected Family Contribution) and then submit four important numbers on the online Act Six Financial Summary form.

Because of the nature of the Act Six scholarship commitment and the desire of the program to select an economically diverse cadre, it is important that we have accurate information regarding each applicant’s financial situation. Neither high nor low income levels will make applicants ineligible. However, in order to provide an accurate estimate of the actual Act Six award at the time of selection, it is critical that Act Six, partner colleges and each applicant’s family have an accurate estimate of the applicant’s Expected Family Contribution (EFC).

The following steps are required to complete the required “Financial Summary” section of the online application:

1. In order to complete the FAFSA, both you and a parent you live with need to create a FSA ID, which will allow you both to access and sign your FAFSA. Visit fsaid.ed.gov/npas to create a FSA ID.
2. Start your FAFSA at fafsa.ed.gov. Visit the FAFSA Help Page for an overview of the process and answers to many common questions. If you have further questions, ask a counselor at your school for assistance. Please ensure that you indicated on your FAFSA to have results sent to every college that you selected on your Act Six Main Application.
3. Once you and your parent complete and sign the FAFSA with your FSA IDs, you will receive a FAFSA Student Aid Report that summarizes the information you provided and shows your Expected Family Contribution (EFC).
4. With your FAFSA Student Aid Report in hand, complete this Act Six Financial Summary form. You cannot complete this form without your Student Aid Report. This form, along with all of the other required parts of the Act Six application, must be completed by November 5.

You must request that an official high school transcript and copies of  ACT or SAT score reports be sent to Act Six by your high school registrar or counselor. If you have taken college classes, you should also request an official transcript from your college. You provide a name and email address for the registrar or counselor who you want to submit the documents, and an email invitation will be sent to that person, who can then either mail the documents or upload them online.

Scores from the ACT or SAT are required for admission to all partner colleges. Scores you have already received should be reported by your school in the High School Counselor Report form of your online application. If you are applying to any of these schools and your school has not received results by the application deadline, you may still apply for Act Six, but a copy of the exam score report must be received by the Act Six office no later than December 31.

The high school counselor report must be completed by a school counselor who can access your academic records and ACT/SAT test scores as well as school and class GPA information. The applicant provides a name and email address, and an email invitation is sent to the counselor, who must then submit the form online by the application deadline.  The following questions are asked on the counselor report:

• Applicant’s cumulative grade point average.
• Applicant’s class rank (If precise rank is not available, please indicate rank to the nearest tenth from the top).
• Senior class average GPA.
• Size of graduating class.
• Percentage of the class planning to attend a four-year college.
• In comparison to other college preparatory students at your school, the applicant’s course selection is (very demanding, demanding, average, less than demanding).
• Please list all courses in which the applicant is currently enrolled.
• Applicant’s anticipated or actual graduation date.
• Has the applicant ever been found responsible for a disciplinary violation at your school from ninth grade forward, whether related to academic or behavioral misconduct, that resulted in probation, suspension, removal or expulsion from your institution?  If so, please give the approximate date of any incident and explain the circumstances.
• To your knowledge, has the applicant ever been convicted of a misdemeanor, felony, or other crime, or have a court case pending against him or her at this time?  If so, please give the approximate date of any incident and explain the circumstances. Note that you are not required to answer “yes” to this question, or provide an explanation, if the criminal adjudication or conviction has been expunged, sealed, annulled, pardoned, destroyed, erased, impounded, or otherwise ordered to be kept confidential by a court.

The teacher recommendation must be completed online by a teacher who has taught the applicant an academic subject, for example, English, foreign language, math, science, or social studies.  The applicant provides a name and email address, and an email invitation is sent to the recommender, who must then submit the form online by the application deadline.  The following questions are asked on the teacher recommendation:

• Compared to other college-bound students you have worked with, how do you rate the applicant (below average, average, above average, very good, extraordinary) in terms of: leadership, academic achievement, intellectual promise, quality of writing, creative, original thought, productive class discussion, respect accorded by faculty, disciplined work habits, maturity, motivation, integrity, reaction to setbacks, concern for others, self-confidence, initiative, independence, and overall.
• How long have you known the applicant and in what context?
• List the academic courses that you have taught the applicant, noting for each the grade level (9th, 10th, 11th, 12th) and the level of course difficulty (AP, honors, IB, elective, etc.).
• Do you think the applicant is ready to succeed at college? Please provide an assessment of the applicant’s academic preparation for college. Please explain any areas of concern.
• Why do you believe the applicant is a good candidate for the Act Six initiative?  Highlight what you think is most compelling about the applicant.
• Describe a specific situation when the applicant stood out or impressed you. What was the challenge encountered and how did the applicant respond?

The community recommendation must be completed online by a mentor, employer, pastor or other adult (possibly at school) familiar with the applicant’s leadership potential and involvement outside of school.  The applicant provides a name and email address, and an email invitation is sent to the recommender, who must then submit the form online by the application deadline.  The following questions are asked on the community recommendation:

• How long have you known the applicant and in what context?
• Please rate the applicant (below average, average, above average, very good, extraordinary) in each of the following five categories. Use the “extraordinary” rating only for truly exceptional performance. For example, an applicant who is the best you have seen in five years may rate as exceptional. Then, explain your rating by giving a specific example of the applicant’s behavior.
• Leadership Experience and Potential
  To what extent will the applicant be a service-minded leader and an agent of positive transformation on the college campus and his/her community at home? Consider the following:
  • Has the applicant sought, found, and grown from authentic leadership experiences and other opportunities that have equipped him/her with leadership skills? (Keep in mind any possible limitations of time or opportunity imposed by family or circumstance.)
  • Does the applicant demonstrate a level of insight and perception indicative of a leader?
  • Does the applicant have a realistic awareness of the challenges of leadership? In light of these challenges does s/he posses a willingness to step out of his/her comfort zone to be a leader?
  • Does the applicant see Act Six as an opportunity to be a part of something significant and important? Does s/he demonstrate a desire to make a real difference on the college campus and their community at home, to educate as well as learn from others?
• Heart for and Commitment to Service
  To what extent will the applicant commit to humbly serving others and to what extent will s/he view Act Six as an opportunity to reach out to those around him/her? Consider the following:
  • Is there evidence that the applicant’s leadership and community involvement is motivated by a sincere desire to invest in the welfare of people, rather than to merely build a resume?
  • Does the applicant’s understanding of the benefits of leadership emphasize the rewards of empowering others more than the recognition and notoriety that comes with leadership?
  • Does the applicant clearly articulate a long-term commitment to serving others?
• Personal Goals and Vision
  To what extent will attending college and participating in Act Six align with and/or transform the applicant’s goals and vision for his/her life? Consider the following:
  • Can the applicant articulate ways that s/he hopes to change and grow through college?
  • Does the student’s discussion of his/her goals and desired personal growth complement the mission of the Act Six initiative?
• Perspectives and Insights on Diversity
  To what extent will the applicant be committed to and effective in fostering intercultural relationships and acting as an agent for social transformation on the college campus? Consider the following:
  • Does the applicant have a strong sense of their own identity?
  • Does the applicant articulate the value of people from different backgrounds being together and building authentic relationships across their differences? Does s/he do so with perspectives and insights that penetrate beyond surface-level cliches and easy answers?
  • Does the applicant have significant experience in multicultural settings and has s/he reflected on that experience in ways that suggest that s/he can carry it forward to the campus community?
  • Does the applicant acknowledge that there are very real challenges in bringing people from diverse backgrounds together?
• Resiliency and Strength of Character
  To what extent will the applicant be able and willing to persevere through hardship? How resilient is s/he to the challenges and struggles that life brings? Consider the following:
  • Does the applicant possess a depth and strength of character that will serve to encourage, support, and empower those around him/her?
  • Has the applicant demonstrated the ability to overcome adversity?
  • Does the applicant possess motivation, creativity, relative maturity, integrity, independence, originality, passion for learning and capacity for growth?

In the sixth act (or chapter) of Luke’s drama about the early followers of Christ (the New Testament’s Book of Acts), we find a church that was confronted with the reality of ethnic inequality in the distribution of a critical resource. How the early church responded to inequality in food distribution can inform how we respond to the clear and disturbing inequality in the distribution of one of today’s most critical resources: education. At the heart of the solution was the selection of a cadre of leaders from the affected minority group that was charged and empowered to work toward a solution. Provided with every resource they needed, this group created a solution that made way for dynamic growth in the church, and in the process produced two of the early church’s most significant leaders. Get the full story in Acts 6:1-7.

Applicants to Taylor are required to sign a statement that affirm their core evangelical Christian commitments and desire to participate in a Christian community with shared lifestyle expectations.

Act Six was born out of the conviction that division and inequity among people saddens God and that the leadership needed to bridge and heal those divisions requires a deep humility and commitment to service. Act Six believes that the Christian faith both demands and makes uniquely possible a bold and authentic reconciliation between people from across God’s creation. Act Six staff operate out of deep Christian commitments—commitments that include genuine respect for those who do not share their convictions.

Regardless of their religious tradition, Act Six scholars should be open to exploring various Christian perspectives on leadership and service and should be aware that a significant portion of the training program will be dedicated to this exploration. In the midst of this exploration, disagreement and differing perspectives are welcomed and engaged.

No.  U.S. Citizens, Dual-Citizens, and Permanent Residents are eligible to apply for Act Six at Taylor University.

No. The goal of the program is to select an intentionally diverse group of students, both ethnically and economically. While the majority of students selected will likely be students of color, low income, or the first in their families to go to college, White students and students from middle-class families who have experience relating to people from diverse backgrounds are encouraged to apply.  Selecting students from a range of backgrounds is critical to creating a cadre that will serve as a model of healthy and honest intercultural relationship that is at the heart of racial and economic justice and reconciliation.

Because of the nature of the Act Six scholarship commitment and the desire of the program to select an economically diverse cadre, it is important that we have an accurate estimate of applicants’ financial situation. Further, in order to provide a good estimate of the actual Act Six award at the time of selection, it is critical that the program have an accurate estimate of the student’s Expected Family Contribution.

The information provided in the Act Six application process is the same information that colleges will later receive through the FAFSA and gives both Act Six and families an early and reliable estimate of their EFC. All financial information is treated confidentially.

No. While family income will be considered in choosing an intentionally diverse group of students, neither high nor low income levels will make applicants ineligible.

No. Applicants make no commitment to the program by submitting a Phase I application or by participating in Phase II or Phase III of the selection process. They may at any time remove themselves from consideration. Students who are selected as finalists will be given several days to accept the the award. If they decide to participate in the program, students are then required to participate fully in the six month training and preparation program throughout the remainder of the year in order to receive the scholarship.

The primary reason for the early application deadline and selection dates is to allow for the six month training and preparation program throughout the rest of the year before the cadre heads off to campus. While the early deadline certainly adds some urgency to the beginning of the year, it also dramatically frees students who are selected from the stress that accompanies the rest of most students’ senior year. By March, scholars who are selected will know where they are going to college and will know that they have the best financial aid possible. Gone is the stress of applications, decisions, and financial worries that typically clouds the spring of senior year. Instead, you’ll be able to focus on preparing to be successful in college and on developing the skills to engage the campus when you arrive.

Another challenge with the timeline is the need for students who are selected to commit to a college before they have heard from all of their other college choices. While this early decision likely will come with a bit of uncertainty, what is certain is that Act Six scholars will be heading to a great liberal arts college with an unbeatable financial aid award, incredible preparation and an unparalleled support system.

Scores from the ACT or SAT Reasoning are required for admission to all partner colleges. Scores you have already received should be reported by your school in the High School Counselor Report form of your online application. If you are applying to any of these schools and your school has not received results by the application deadline, you may still apply for Act Six, but a copy of the exam score report must be received by the Act Six office no later than December 31.

No. However, Act Six is looking for talented students with strong scholastic potential who are passionate about learning and who will succeed and thrive in challenging academic environments. You can compare the academic profiles of each of the Act Six partner colleges to get a sense of the range of typical students at each school.  Students with weaker high school grades must find ways to clearly demonstrate this passion for learning and potential for success.