I'm not sure how much academics factored into the National Honor Society criteria back when I was in school, but I'm pretty sure these criteria included more than a 3.0 grade point average. Today, a 3.0 is all you need, as long as you meet these other criteria (from the National Honor Society website):
This quality is defined through the voluntary contributions made by a student to the school or community, done without compensation and with a positive, courteous, and enthusiastic spirit.
Student leaders are those who are resourceful, good problem solvers, promoters of school activities, idea-contributors, dependable, and persons who exemplify positive attitudes about life. Leadership experiences can be drawn from school or community activities while working with or for others.
The student of good character upholds principles of morality and ethics, is cooperative, demonstrates high standards of honesty and reliability, shows courtesy, concern, and respect for others, and generally maintains a good and clean lifestyle.
The student who demonstrates citizenship understands the importance of civic involvement, has a high regard for freedom, justice, and democracy, and demonstrates mature participation and responsibility through involvement with such activities as scouting, community organizations, and school clubs.
The curricular framework for meeting the wide range of gifted needs and abilities include these essentials:So here's my question. For the many bright introverts, bright children with Asperger's, bright but bored underachievers, and asynchronously developing gifted children out there, is there any form of "academic" distinction that doesn't impose standards of personal character that can only be met by cheerful, charismatic, organized extroverts?
Creative thinking skills
Decision making skills
Critical thinking skills
Logical thinking skills
Organization and management skills
Research and independent study skills
Specific content and career exploration
A commission convened by some of the country’s most influential college admissions officials is recommending that colleges and universities move away from their reliance on SAT and ACT scores and shift toward admissions exams more closely tied to the high school curriculum and achievement.But then there are problems even with curriculum-based assessments. The problem with these, as I note in my book and in an earlier post, is that curricula (and even grades) are based less and less on challenging academic standards, and more and more on sociability and positive attitudes.