FAQ
All Sterling High School junior and senior students with a 4.250 GPA, measured at the beginning of that year’s first semester, are eligible for consideration to become members of NHS. Once this eligibility has been reached, the GPA plays no further role in the selection process.
Why is 4.25 the cutoff?
A GPA of 4.250 has been used for years as the standard by which students would first be measured as potential NHS candidates. A 4.250 is roughly equivalent to an A-/B+ with rigorous classes and, as such, demonstrates that such students maintain high levels of personal responsibility and accountability, and take the tasks set before them seriously. At the same time, it does not set the bar too high, thereby allowing students who may face genuine academic challenges, but who work hard in the face of such challenges, the opportunity to still be considered eligible.
Why isn’t GPA used as a part of the final selection process?
GPA is not considered beyond the initial selection process due to the desire of the National Honor Society to recognize students who are well-rounded in all four areas of the society’s mission (scholarship, character, leadership, service). Due to the extraordinary academic achievement of Sterling High School students, as well as the weighting of advanced courses, the inclusion of the GPA beyond the first step might give it undue weight and would minimize the significance the NHS places on the other three areas.
How many students are invited for membership each year?
There is no pre-determined quota set for the number of students accepted for membership. All students with a final average score of 4.250 (measured for service, character, and leadership) are presented to the NHS Faculty Council for approval and membership. Each year is different.
All NHS candidates are provided with forms on which they are asked to document their service to the school, community, and the larger world. Different activities are awarded different points, based on the general amount of time students typically spend in the duties to that organization or group. The signature of the candidate and their parent/guardian is required on this completed form, as are the verification signatures (and contact information for service outside of school) of all relevant advisers and supervisors. An average score of 2.5 activity points per year translates into an overall final service score of 4.25. This value is scaled up to 6.0 for higher averages, and down for lower averages.
It doesn’t seem like enough time is given to compile the necessary information and signatures.
Students are given over a week to gather the required information, and every attempt is made to provide students with two weekends. In addition, since time management is a necessary part of leadership, the amount of time given is a logical extension of measuring the characteristics of potential members. Finally, for situations involving advisers and coaches who may be difficult to reach, verifications are accepted via voice mail and e-mail. These electronic verifications are typically considered on time even if they are received a day or two past the due date of the student’s paper service documentation.
Why are there limits placed on the number of music and sports activities, as well as the number of points awarded for one community activity per year?
In keeping in line with the NHS goal of offering membership to students who are well-rounded in a variety of areas, students are only permitted to receive a maximum of 2 service points per year in music-related areas, and 2 per year in sports. In addition, each community service activity may be awarded no more than 2 points per year. The rationale for this is that awarding any more points for one activity per year may put undue emphasis on involvement in only one area. The same reasoning applies to the student’s grade point average.
I/My child participates in a program that is off-campus. Therefore, I/he/she can’t do as much service for the school.
Three points are significant here. First, off-campus participation does not automatically exclude participation in school activities. Many students balance both off-campus academics with on-campus involvement, especially considering most activities meet after school. Second, while school activities are certainly measured for service, community service outside of the school is also given credit. Therefore, involvement in non-school service may be more than adequate for the entire service category. Finally, every decision comes with positive and negative consequences. The decision to participate in an off-campus program is certainly not one that is to be made lightly. The potential for fewer opportunities to participate in school life and service is one such consequence that must be considered.
In addition to documenting their service, all candidates are ranked by school staff in the areas of character and leadership. All staff has the opportunity to rank all candidates, although it is recommended that they do so only for those students with whom they have had contact within the past year or two (typically, this school year and last school year). These rankings are provided on a 0-5 scale, with the averages for each area (character, leadership) submitted as a part of the final score.
How is this ranking process done?
Candidate ranking is done online through an internet-based survey program. A secure link to the survey is sent to the school e-mail accounts of all high school teachers and staff. All staff is also required to acknowledge their completion of the survey, or their determination that there are no students they can rank.
Is it possible to know which specific teachers/staff ranked me/my child?
No. Staff identity information is never recorded as a part of the process, or it is permanently deleted prior to the processing of the data. In order for staff to be open and honest about their rankings, they must be able to rank students anonymously. Staff rankings are considered final and cannot be changed.
I/My child had a few “bad days” in a teacher’s classroom. Will this impact that teacher’s ranking?
First and foremost, it is important to remember that teachers and staff are professionals. This is a process that is taken very seriously, with the primary focus on long-term behavior and growth. In addition, since all ranking scores are averaged, the likelihood of one low score significantly lowering the average of otherwise high scores is not that great. However, a low score would have an impact on other mediocre scores, suggesting a consistent pattern of behavior observed by many staff and teachers.
I/My child is quiet and doesn’t like to talk much in front of the class. How am I/he/she supposed to earn a high leadership score?
Leadership is not the same as being loud. Instead, it is expressed in a variety of ways. As stated in instructions given to teachers and staff, leadership is measured by the constructive actions of students. Students are ranked for leadership in their ability to take and accept responsibility for their actions, and to assist others when able, taking initiative in and responsibility for their own academic growth, setting a proper example of behavior for others, and in exemplifying a positive attitude as a model for others to follow. These are characteristics that all students should be able to demonstrate, and that NHS members are expected to possess.
Once the scores have been gathered for all three measured areas (Service, Character, Leadership), they are averaged together one final time. Those students who have a final score above 4.250 are traditionally invited to become members. Juniors who do not meet this threshold are invited to apply during their senior year. The final decision for membership rests with the NHS Faculty Council, comprised of five Sterling teachers. The NHS faculty adviser and high school principal are not voting members of this council.
This entire process seems very quantitative and doesn’t seem to allow for students to highlight their individual successes. Why is this the way things are done?
This process of member selection is in complete compliance with the guidelines for NHS membership set forth by the NHS national body, the National Association of Secondary School Principals. Also, our guidelines do allow for students to include an essay as an optional part of the process. This decision was made as an attempt to minimize the role that subjectivity might otherwise play in the process. All students are measured on a metaphorically level playing field and all have the same opportunity. Moreover, Sterling’s process measures a student’s accomplishments and behavior over a long period of time, whereas an interview and essay are only measures of one moment. This wide-view approach to examining who a student makes it possible for students to demonstrate consistent personal growth and success.
What happens if I/my child is not invited for membership?
All junior students not selected for membership are eligible to apply the following year, provided they maintain the required 4.250 (or greater) GPA. But more significantly, it is important that students view this process, even one that is unsuccessful, as a learning opportunity and as a chance to examine ways of focusing on personal improvement. To help facilitate this, all students who do are not invited for membership are invited to contact the faculty adviser for an individual conference. In just a few minutes, the adviser and student can go over the scores earned within this process. This can allow the student to target those areas for improvement over the course of the following year. Parents are certainly welcome to participate in this process as well.
If you have any questions about any part of the Sterling High School National Honor Society induction process, whether they are listed here or not, do not hesitate to contact Mr. Sterling at scott.sickle@gccisd.net or at 281-420-4500 ext.84245.
