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The Dwight School291 Central Park WestNew York, NY 10024
212.724.6360www.dwight.edu
The Dwight School
The D
wigh
t Sch
ool
Mission Statement:
The Dwight School, an internationally recognized college preparatory school with a rich tradition of academic excellence, trains its students to be leaders with a strong sense of community responsibility.
Every student has a spark of genius, and our goal is to nurture that potential. Kindling their inter-ests, we strive to develop inquisitive, informed, and ethical citizens who, with a sense of global kinship, will take action to build a better world.
About Dwight
Timeline
Meet the Chancellor
International Baccalaureate (IB) Program
Primary Years Program (Grades PreK-5)
Middle Years Program (Grades 6-10)
Diploma Program (Grades 11-12)
Timothy House (Grades K-5)
Bentley House (Grades 6-8)
Franklin and Anglo Houses
Franklin House (Grades 9 & 10)
Anglo House (Grades 11 & 12)
Extracurricular Activities
Athletics
Visual and Performing Arts
ICL Community Service
Activities and Clubs
Find Out More
Admissions Information
Teacher Recommendation Form
Application for Admission
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Table of Contents
The Dwight School
1
Founded in 1872, The Dwight
School is a PreK-12 private in-
ternational school located on
Manhattan’s Upper West Side.
In 1996, Dwight became the first school
in North America to offer the full Inter-
national Baccalaureate (IB) program from
Kindergarten through grade 12. With the
opening of Woodside Preschool in the fall
of 2005, Dwight became the first school
to offer the IB Primary Years Program for
children ages 2-4. Dwight continues to be
a pioneer in international education, and
today nearly 40 countries are represented
in its student body.
Dwight’s rigorous IB program and world-
class faculty prepare a future generation of
well-educated and ethical global leaders
who will seek to create an environment
of equality and respect for all human be-
ings. The School believes and expects that
its students will one day use their unique
“spark of genius” to build a better world.
Dwight is accredited by the Interna-
tional Baccalaureate Organization, the
Council of International Schools, the
Middle States Association of Colleges
and Secondary Schools, and the New
York State Board of Regents.
About Dwight
2
The Dwight School
Dwight holds membership in the Inter-
national Baccalaureate Organization, the
Athletic Association of Private Schools,
the Athletic Conference of Independent
Schools, the Educational Records Bureau,
the National Honor Society, Independent
School Admissions Association of Greater
New York, Inter-school Orchestra, the
College Board, the Parents League of New
York, the Guild of Independent Schools
and the New York State Association of In-
dependent Schools.
Facililties
Dwight’s campus combines the tradi-
tional and non-traditional. Its 89th Street
building, built in 1912, houses most of
the Upper School classrooms. The 88th
Street building, housing primarily the
Lower School, was originally two brown-
stones that were converted for school use
in 1968. Three floors in the 291 Central
Park West building, added in 1993, were
originally condominiums and now house
additional classrooms as well as adminis-
trative offices. The result is that some stu-
dents may learn Italian with a fireplace at
their back, others may finish their sculp-
ture while gazing out over the fall foliage
in Central Park, and still others may com-
plete their experiment in state-of-the-art
science laboratories. You never know what
you’ll find.
The new hub of the School is the Quad,
completed in June 2007. This multipur-
pose student center is flanked by the new
Upper and Lower School libraries and is
used for small performances and guest
speakers. Across the street, a newly-reno-
vated rehearsal studio serves for dance,
music, and other performing arts classes.
In July 2007, the School acquired 22 West
89th Street, a brownstone adjoining the
main building. Future plans may include
the addition of a new technology and film
center, science labs, and a multi-purpose
sports and meeting area.
For athletics, the School makes use of its
two gymnasiums and also uses the fields
in Central Park and other neighborhood
facilities. The School has an arrangement
with a local church which makes available
a 500-seat auditorium, mid-size theater
and additional gym.
A cross-platform network serves the com-
puter and electronic research needs of stu-
dents and faculty, offering both wired and
wireless access to services such as email to
students in grades 5-12; web-based access
to schedules, assignments, and grades; a
virtual learning environment; web pub-
lishing; and access to research and multi-
media databases.
Dwight’s enviable New York City loca-
tion enables students to take advantage of
all that this great metropolis has to offer,
such as regular visits to Chinatown, the
United Nations, and the Metropolitan
Museum of Art. Students in grades K-9
all have science classes at The American
Museum of Natural History. The School’s
international focus and relationship with
the diplomatic and scientific communi-
ties regularly provides students and fac-
ulty with an extraordinary roster of expert
lecturers and gives them unique insight
into current events.
The Dwight School
3
In the 1920’s the
emphasis shifted
to engineering
sciences, with
many boys going to
Columbia, Lehigh,
Massachusetts
Institute of
Technology, and
the US Naval and
Military Academies.
Dwight moved for the
fifth time to 402 East
67th Street between First
and York Avenues and
later, in 1967, became
coeducational.
In 1888, Timothy
Dwight, President
of Yale, became
active in school
affairs, and the
School was named
to honor him.The Dwight School
was founded in 1880
as an academy of
classical studies. Most
of its students in that
era went on to Yale
University.
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88
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1800 1900The School includes among its
distinguished alumni Truman
Capote, Mayor Fiorello La
Guardia, Governor Herbert
Lehman, Roy Lichtenstein,
Walter Lippmann, Secretary of
the Treasury Henry Morgenthau,
Robert Moses, and Hal Prince.
The Dwight School
4
In 2005, Dwight ex-
panded West, opening
the Woodside Preschool
on Riverside Boulevard.
Children begin the IB’s
Primary Years Program at
the age of two. The logo
reflects the international
perspective of the school
and the understanding
that today’s children hold
tomorrow’s world in
their hands.
In 1993, Dwight
combined with the
Anglo-American
International School,
formerly known as the
Franklin School. Dwight
was the first school in
the United States to offer
all three International
Baccalaureate programs
- Primary Years, Middle
Years and Diploma
Programs.
In 1972, the London
campus was founded by
Sir Maurice Bowra,
Warden of Wadham
College a Oxford
University, and Stephen
H. Spahn, now our
Chancellor. Dwight
thus became the first
independent day school
in the United States to
establish a permanent
international campus,
The Woodside Park
International School.
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93
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07
In 2007, Dwight
completes The Quad,
the new academic and
social hub of the school.
The new space signals
more exciting changes
ahead for Dwight. The
adjoining brownstone at
22 West 89th Street was
acquired in July 2007.
20002
00
5
The Dwight School
5
Meet the ChancellorStephen H. Spahn has been Dwight’s Chancellor and Headmaster for over 40
years. Mr. Spahn comes from a family of educators; his father, Moe Spahn, held
a number of positions, including Headmaster, at the Franklin School for over 50
years. Chancellor Spahn holds a BA from Dartmouth and later attended Wad-
ham College at Oxford University. He completed all course work for a Ph.D. at
Columbia University, where he was an International Fellow and a Woodrow Wilson
Scholar. As you read the excerpt below from a recent interview, you’ll gain a better sense of
Chancellor Spahn and the philosophy which permeates Dwight. In addition to being an
academician, Mr. Spahn is:
To read more about Chancellor Spahn, please visit our website
at www.dwight.edu.
A Philosopher: At the end of my senior year in college, I was the young-
est trustee of the Thomas Dooley Foundation, an organization that dealt
with refugees and built orphanages and small hospitals in Southeast Asia.
During this experience, I traveled to Dharmsala, where the Dalai Lama
was residing at that time, and spent a week in conversations with him.
His open-mindedness was extraordinary. It was almost as if he had a halo
around him, and you could feel that this was a human being who was
filled with goodness and compassion. It was something I had never been
exposed to. He had profound humility and deeply appreciated the fact
that I had been able to help the refugees. As a consequence of that early
experience, I’ve always retained a close interest and fascination with the
Tibetan people.
An Athlete: I had the challenge, in my senior year, of guarding Bill
Bradley of Princeton. I was an All-American and had been high-scorer in
the Ivy League during my junior year, and I thought I was pretty good. But
in guarding Bill Bradley, I saw how a first-rate mind, combined with the
dedication of being an athlete, could really propel your team. He was in
perpetual motion, and trying to keep up with him was one of the biggest
challenges I had faced on the court! At Dwight we encourage our students
and athletes to put themselves in difficult and different situations. As a
result, they learn a lot about life and themselves while becoming fuller
human beings.
A Diplomat: As a result of winning the 1926 Public Service Fellow-
ship from Dartmouth I worked at the United Nations with someone who
administered the Marshall Plan. I really saw how small projects can make
a big change in the world and realized that every individual can do some-
thing – it is not just the government’s responsibility. One of my earliest
friends at the UN was Kofi Annan, and over the years we have kept in close
touch. He is a huge advocate of the International Baccalaureate and of
assisting children of other countries in receiving an American education.
As a result, part of our scholarship philosophy has been to demonstrate our
country’s generosity by enabling children from other countries to attend
school here, so that when they go back to their country they can become
leaders in their own communities.
A Romantic: I had completed all of my coursework and had prepared
chapters for my dissertation, which was on the modern history of the New
York Central Railroad. I needed some information that scholars didn’t have
readily accessible. A friend of mine offered to introduce me to the daugh-
ter of the president of the New York Central Railroad. I met that young
woman and was able to get information that other scholars didn’t have. I
actually ended up dating her. As a result of our courtship, however, the
Columbia history faculty thought that I might lose my objectivity in my
dissertation and wanted me to change my PhD topic. I had to then make
a choice: Should I continue on and get my PhD, or marry the woman I
loved? I never did get my PhD and am still married to her today!
6
The Dwight School
IB curricula provide consistent, high academic standards and holistic learning across major subject
areas. Great emphasis is placed upon personal initiative expressed through inquiry-based learning
and individual action through service learning. In addition, students acquire insights into global
concerns and develop a sense of collective responsibility and citizenship.
—Assistant Headmaster
International Baccalaureate Program
The Dwight School
7
International BaccalaureatePrimary Years Program (Grades PreK-5)
The historic success of IB
students was the catalyst for
Dwight becoming the first
school in North America to
offer the IB Primary Years Program (PYP)
in grades PreK-5. We wanted younger
students to be exposed to the unique IB
approach: learn a second language, begin
to apply higher-level skills that focus on
real world problems, and be sensitive to
other cultures. The IB PYP, MYP, and Di-
ploma Programs have brought the entire
School faculty closer together. Enhanced
communication has resulted in teaching
advanced principles in the early grades.
A unique dynamism in grades PreK-5 has
been created through vital cross-grade ex-
change.
All Dwight PYP teachers routinely
attend teacher training workshops held
in North America and Europe, where
they can share strategies for success and
receive information about new curricular
ideas from around the world.
Students are encouraged to reflect on
their own growth by having concrete op-
portunities to engage in critical thinking,
risk-taking, leadership, and perseverance.
By being involved in situations that foster
these attributes, students of this age are
beginning to reflect the IB Learner Profile,
which characterizes the desirable personal
qualities for which students can aim.
Examples of how the IB Primary Years
Program provides students with opportu-
nities to develop these qualities include:
-
dergarten students incorporate global
awareness by learning about the rain
forest and its value to our society. They
also explore art through various famous
artists including Monet, Picasso, Pollock
and Matisse while traveling to several of
the city’s museums.
-
quiry include Parks, Global Celebrations,
The Human Body, and Poems. These
units facilitate higher order thinking skills
and allow students to learn about topics
beyond the walls of their classroom.
-
trition research projects, wherein the
children research a specific vitamin or
mineral and share their findings with the
class.
Our Place in Space, Third Grade students
are presented with the challenging task of
communicating what they learned about
the solar system in an engaging way for
an audience. This requires them to apply
their knowledge of the planets in order to
produce large to-scale models of appro-
priate color and texture.
Religions, they learn tolerance and ap-
preciation for what might be very dif-
ferent from their own experiences. They
study how important figures, including
Gandhi, Jesus, the Dalai Lama, and Mu-
hammad, impact the world. By reflect-
ing on the lives of others, students work
towards changing their own behaviors to
become better citizens and loving mem-
bers of the human race.
Grade provides an opportunity for stu-
dents to present individual examples of
work that shows the growth they have
made as a student during the PYP years.
Examples include research on the culture
of ancient Incas and research on the Japa-
nese Samurai culture.
8
The Dwight School
The IB Middle Years Pro-
gram (MYP) in grades 6-10
links the IB Primary Years
Program (PreK-5) and
the Diploma Program (11-12). The pro-
gram requires mastery of eight domains
of learning – English, History, Science,
Math, Foreign Language, Physical Edu-
cation, Technology, and the Arts. The
engine driving the MYP through every
class moves on the belief that all students
can be taught to be independent prob-
lem-solvers with strong study skills. This
program focuses on three themes of clear
communication, global awareness, and
intercultural sensitivity. All subject areas
include these five Areas of Interaction:
community service, self-reflection, hu-
man inventiveness, the environment, and
health and social education. The MYP
differs from other educational programs
by incorporating these themes and key
areas into each subject.
Each student in the Middle Years Pro-
gram is taught how to produce quality
written work. In grades six and seven,
they have additional English periods each
week devoted to the skill and process of
writing. All students take the ERB Writ-
ing Test as a useful diagnostic each year.
While there are no external examina-
tions administered in the MYP, teachers
use published IB assessment criteria in
their grading. In addition, teachers must
send samples of student work to the
IBO to ensure that high expectation stan-
dards are maintained. The Middle Years
Program culminates in the submission of
a Personal Project in grade 10, where stu-
dents may exhibit flair and knowledge in a
subject area of their own choosing. Teach-
er teams meet each week by grade level to
examine the curriculum horizontally so
that each MYP subject supports the others
to provide students with a holistic experi-
ence of curriculum and assessment.
With its emphasis on written produc-
tion, holistic learning experience, and the
use of criterion-referenced assessment,
the MYP is excellent preparation for
the Diploma Program in grades 11 and
12. During the final year of the Middle
Years Program in grade 10, students have
lengthy personal interviews to determine
the appropriate course choices in the
Diploma Program.
International BaccalaureateMiddle Years Program (Grades 6-10)
-
ers knowledgeable about the IB and
its mission
-
ment standards which provide a uni-
form criterion-referenced benchmark
with international credentials
which many Units of Study are based
– provide context for learning which
allows students to make significant
connections between disciplines and
routinely exposes them to important
global issues
sports programs
other languages available upon request
-
able in Spanish, French, Italian,
Dutch, Chinese, German and He-
brew
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lows a student to demonstrate unique
talent in a chosen field of study
leadership program
-
riential learning overseas
meetings
Highlights:
The Dwight School
9
The International Baccalau-
reate Diploma Program
is one of the world’s most
respected pre-university
courses of study. At The Dwight School,
four-fifths of the junior and senior
classes take the full Diploma Program,
although it is open to all students. The
powerful components of the Dwight IB
Program include concurrent learning
across six subject areas and consistent,
high academic standards. The Program
requires of all students good study hab-
its, an open mind, and an ability to plan
ahead.
The IB Diploma provides graduating
seniors with multiple tools to approach
study in college and beyond.
The full Diploma Program requires that
students take six academic courses per day
for two years. These subjects are carefully
chosen from six major areas:
1. Language A1 (Native language)
2. Language B (Second language)
3. Social science (History, Business &
management)
4. Laboratory science (Biology, Chemis-
try, Physics, Environmental Systems
or Design Technology)
5. Mathematics
6. The Arts (Theatre, Visual Arts, or Music)
In addition, all students perform sig-
nificant community service, participate
in a two-year Theory of Knowledge phi-
losophy course, and prepare an original
research essay of 4,000 words. Most of
the IB courses are of two-year duration:
breadth is not sacrificed for depth.
The IB Diploma provides graduating
seniors with multiple tools to approach
study in college and beyond. The IB
Diploma gives students a global perspec-
tive on academic study, ensuring that they
will be ready to enter the world’s market-
place with competence, good questions,
and a respect for other cultures. While
writing is a main component in assess-
ment, multiple forms of assessment allow
students a broad range of access to the
Diploma Program.
Colleges and universities recognize the
Diploma Program as superior prepara-
tion, and all Diploma Program courses
are viewed as Honors courses. Students
routinely receive advanced placement
and/or college credit for their examina-
tion results. Students not taking the full
IB Diploma may still take up the chal-
lenge of individual IB courses and be
eligible for college credit.
International BaccalaureateDiploma Program (Grades 11-12)
French, Spanish, Latin, German,
Italian, Japanese, Hebrew, Chinese,
Arabic, Russian
can continue the study of numer-
ous native languages in a ‘self-taught’
program
study of microeconomics and organi-
zational management
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tions of technology and engineering
for art and science students
questions such as: What is truth in
each discipline? What are different
ways of knowing related to discipline
or culture?
limitless opportunities to show lead-
ership in action
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mance by students enrolled in IB
Visual Arts, Theatre Arts and Music
Highlights:
10
The Dwight School
Timothy House
One of the traditions of the Lower School I enjoy most is the community meeting. It is invaluable to gather as a
community to discuss Timothy House events and celebrate our accomplishments. Younger children become excited
about what they will do in the future in school, and older children enjoy sharing their experiences with their
younger counterparts. Community meetings are a lovely respite in the busy school month.
—First Grade Teacher
The Dwight School
11
Dwight has been a leader
with the International Bac-
calaureate Primary Years
Program (PYP). The phi-
losophy of the Lower School and the PYP
curriculum is to allow a child to develop
his or her full capabilities through inqui-
ry-based classes with high educational
expectations. The PYP also encourages
independent thinking and problem-solv-
ing strategies which utilize multiple ap-
proaches. The faculty strives to awaken
the sense of wonder that makes learning
significant and lifelong.
Small daily reading groups are designed
explicitly to improve reading compre-
hension, decoding and encoding skills.
Students also participate in “Writers
Workshop” programs that encourage
independent writing skills with daily
Timothy House(Grades K-5)
12
The Dwight School
grammatical lessons.
The study of math is based on a tradi-
tional core curriculum but not limited to
traditional ideals. Students develop skills
such as one-to-one correspondence,
applications of probability, statistics,
spreadsheet analysis, graphing and prob-
lem-solving. Students are encouraged to
use higher order thinking skills coupled
with their current knowledge base to
come to their own conclusions.
The study of Spanish and Chinese
begins in Kindergarten as part of the
Primary Years Program. Upon entering
fifth grade, students have their choice of
French, Spanish or Chinese. In addition
to the core language curriculum, Dutch,
Italian and German are also offered to
the Lower School.
Technology is a key component to
learning and exploring in the Timothy
House. Each classroom has its own desk-
top computer, SmartBoard technology,
and access to the Timothy House Laptop
Pod that circulates between classrooms
starting in Kindergarten. The Laptop
Pod allows students and teachers to take
learning outside the four walls of their
classroom without having to leave the
building. Students participate in World
Wide Web programs that engage them in
research and exploration.
Students in grades K-5 participate in
Art, Drama, Music and Dance classes
regularly. Daily physical education class-
es stress teamwork, coordination and ex-
posure to athletics around the world.
The Timothy House takes advantage of
New York City and all it has to offer. In
support of classroom units, students visit
attractions like the Bronx Zoo, Liberty
Science Center, New York Hall of Sci-
ence, The Metropolitan Museum of Art,
The Children’s Museum, The Whitney
Museum, MOMA and Ellis Island, just
to name a few.
An extensive after-school program ex-
tends an already rich daily regime and
includes drama, music, swimming, chess,
dance, rock climbing, soccer, basketball,
fencing, tennis, science and language
clubs.
Students in their last year of the PYP
will venture out on an exchange pro-
gram with our sister school in London
and complete a project that requires
many months of thought, research and
discussion.
The Dwight School
13
The Passport Program is
Dwight’s after-school cen-
ter for students in grades K-
4. It is a palette of daily pro-
gramming with everything from sports to
the arts. Students are encouraged to try
lots of new activities, which will hope-
fully develop into life-long passions. Pro-
grams are offered every day of the week.
Fencing, Robot Building, Soccer, Drama,
Rollerblading, Science Explorers, Piano,
Violin, and Art are just a few of the pro-
grams offered.
Programs rotate on a seasonal basis, and
registration occurs at the start of each
season. A fee is assessed for each program
offered.
Timothy HousePassport Program
14
The Dwight School
My feelings about education are summed up by a quote from William Butler Yeats: ‘Education is not filling a
bucket but lighting a fire.’ The Middle School age is the most pivotal time in a human’s life. Yes, it takes an
enormous amount of physical, emotional, and spiritual work. It does because it’s worth so much.
—Dean of Bentley House
Bentley House
The Dwight School
15
Bentley House honors the tra-
dition of The Bentley School,
whose elementary and mid-
dle school merged with The
Dwight School in 1974.
In the Middle School, we offer students
a mixture of a structured curriculum with
challenging group and individualized
interdisciplinary units. Students learn
service leadership through initiatives to
improve our community. The Dwight
School follows the International Bacca-
laureate Middle Years Program.
Our team of talented teachers is specially
trained to address the academic needs of
students. In addition, emphasis is put on
emotional intelligence as well as moral
and ethical issues. Weekly mentor groups
address issues in a smaller setting. In grade
Bentley House(Grades 6-8)
16
The Dwight School
eight, students are introduced to the skills
and subjects which prepare them for ad-
vanced curricula in the Upper School.
Bentley House students study English,
Social Studies, Arts, Foreign Languages,
Mathematics, Sciences, and Computer
Sciences. Students in grades 6-8 take part
in an exciting cutting-edge class intro-
duced in 2006. Modeled on a program
from The Institute for the Advancement
of Philosophy for Children and Colum-
bia University’s core curriculum, stu-
dents engage in philosophical ideas using
dialogical inquiry. This program expands
students’ perspectives and has proven to
increase critical thinking skills.
The Bentley House community address-
es, in class and in community meetings,
issues that relate to community service,
the environment, health and social edu-
cation, inspirational leaders and what it
means to be a global citizen. In English
class, emphasis is placed on the study of
grammar and composition. Students par-
take in nine classes in the six-day cycle.
Weekly essay writing is required across
the Curriculum. Students in grades 6-
8 study a variety of different languages.
Advanced language study is available to
qualified students.
The Bentley House offers electives or
activities in chorus, art, photography,
drama, community service, journal-
ism, dance, Latin, jazz, chamber music,
student government and a rich array of
sports. Middle School students also ac-
tively participate in our Adventure Based
Curriculum that provides an outdoor
educational experience.
The Dwight School
17
The Ambassadors Program is
The Dwight School’s after-
school program for students
in grades 5-6. A broad pro-
gram of activities and sports is offered
throughout the year, with emphasis on
teamwork as well as individual skill-
building in a number of areas. Favorite
programs include Photoshop, Fencing,
Drama, Boxing, Knitting, Studio Art,
and Cross-Country.
The cost of these programs is included
in a one-time fee with tuition. Registra-
tion takes place at the start of every tri-
mester.
Bentley HouseAmbassadors Program
18
The Dwight School
Dwight not only helps us develop outstanding academic skills but also gives us daily opportunities to
interact with people from all over the world and therefore embellish our knowledge of different cultures.
It’s truly inspiring to be part of this community.
—Eleventh Grade Student
Franklin and Anglo House
The Dwight School
19
Franklin House honors the
tradition of The Franklin
School founded in 1872,
which changed its name in
1980 to the Anglo-American Interna-
tional School. The Upper School presents
a classical core of academic subjects which
incorporates transdisciplinary studies,
community service, social education,
goal setting, environmental awareness
and a knowledge of human achievement
and potential. Underlying the program is
a belief that a unifying, universal attitude
toward knowledge is essential.
A powerful synthesis of information is
a vital asset: provincial attitudes toward
learning are unlikely to yield success in a
global market place of ideas and informa-
tion. Ninth and tenth graders receive civic
leadership training. A strong academic
Franklin House(Grades 9 & 10)
20
The Dwight School
course of study can be deemed meaningful
only when you can learn to make a signifi-
cant contribution to your community.
Very heated debates on environmental
topics are a natural part of Dwight life.
Education must go beyond preparation
for the SAT achievement tests and formal
examinations. All tenth graders prepare a
Personal Project, under the steady hand
of a mentor, on a subject of intense in-
terest. The goal is to continue to awaken
an enthusiasm for learning while sustain-
ing research over an extended period of
time not connected to any specific course.
Students learn to be independent think-
ers. Dwight provides extensive offerings
in all the arts, sciences and humanities.
The International Baccalaureate family of
schools is a rich resource for faculty and
students.
The Anglo House experience
at Dwight helps students
realize their full potential
through a combination of
structure and opportunities to develop
independence and leadership skills.
Students attend a daily Anglo House
morning meeting Monday through
Wednesday and meet in smaller groups
with a faculty mentor on Thursdays. At
these meetings, students hear important
announcements and learn of upcoming
community service opportunities and
special events. At morning meetings,
students also enjoy faculty and student
presentations.
Anglo House(Grades 11 & 12)
The Dwight School
21
Anglo House(Grades 11 & 12)
In addition to their challenging aca-
demic schedule, Anglo House students
are required to participate in extra cur-
ricular activities in their choice of athlet-
ics, the arts or a variety of clubs such as
Yearbook, Model UN, ICL Fellows and
the school newspaper. Students who are
IB Diploma candidates as well as those
who are IB Certificate candidates must
fulfill specific community service re-
quirements, which are explained in the
ICL Community Service section.
Beginning in grade 11, our college
guidance department works with each
student to help choose the best schools
for each to apply and to support their
candidacies. In grade 12, students are
given more independence including the
opportunity to leave campus when they
have fulfilled all their on campus com-
mitments.
22
The Dwight School
The minute I arrived at Dwight I felt welcomed by students, teachers and administrators alike. The support
in the community has really made this school a place where I feel comfortable and even encouraged to take
risks. One thing that distinguishes Dwight is that I really feel like the teachers want their students to
succeed, which is the best motivation of all.
—Twelfth Grade Student
Extracurricular Activities
The Dwight School
23
One thing makes Dwight ath-
letics different from other
athletic programs: the direct
link between sports and life.
The Dwight Athletic Department centers
on the philosophical reflection of how to
live a healthy and happy life through ex-
ercise and competition. Its primary goal is
to develop a well-balanced individual with
acute awareness, willpower, discipline, and
mental acuity.
Athletics at Dwight are divided into two
areas—sports teams and athletic courses.
Sports teams are open to students in
grades 7-12. Throughout each season,
teams meet for practice on a regular basis
and compete in the independent school
leagues against other schools in the tri-
state area. Athletic courses offer students
in grades 7-12 engaging, demanding
Dwight Athletics24
The Dwight School
activities that take place before or after
school.
Similarly, Dwight student activities are
an integral part of a well-rounded educa-
tion. Our Passport Program for students
K-4 and our Ambassadors Program for
students in grades 5-6 offer a variety of
programs, including athletic programs,
five days a week for a modest fee. Students
in grades 7-12 are required to participate
in at least one sport or activity all three
semesters. They may choose from over 15
student activities.
Athletics and activities at Dwight stress
the development of correct attitudes,
physical well being, along with mental
skills. Dwight’s program has produced
elite athletes in tennis, basketball, fencing,
judo, sailing, swimming, squash, and even
ice skating. The program has produced re-
cent championship teams in basketball,
baseball, tennis, volleyball, and track.
Dwight School Sports Teams
Athletic Course Offerings
Fencing Program
The Dwight School offers every student
the opportunity to participate in one of
the largest and most comprehensive fenc-
ing programs in the city in conjunction
with the Fencers Club of New York. Skill-
building starts early in the Lower School
through P.E. classes and after-school pro-
grams. The fencing program continues in
the Middle and Upper Schools through
morning and afternoon fencing workouts
and after-school programs. Fencers learn
from the best at Dwight—as some of the
top-ranked fencers in the nation are a
part of the Dwight staff. Former Dwight
coaches and a former student represented
the United States at the 2004 Summer
Olympics in Athens.
The Dwight fencing program consists
of three divisions: Youth fencers, Mid-
dle School Regional fencers, and Upper
School National fencers. Members of the
fencing program are given the opportu-
nity to compete in a number of regional
and national competitions throughout
the year, including the U.S. Junior Olym-
pic National Championships and the Ju-
nior World Cup. Fencers work extremely
hard throughout their long season, which
lasts three trimesters. Their hard work is
always rewarded—Dwight fencers consis-
tently medal at their events and continue
to dominate in their fields.
The Dwight School
25
Dwight’s Visual and Perform-
ing Arts Department uses
a professional model in an
educational setting. This
Department operates on the belief that
students of all ages have artistic talents
and gifts that are meaningful not only
to themselves but to other people in the
Dwight community, the city, in local
neighborhoods, and even around the
world. Students undergo a rigorous and
fulfilling schedule that gives them oppor-
tunities to perform and present their work
several times a year in connection with
professional arts in New York City. Cast-
ing directors, agents, dance companies,
fashion shows, galleries, film festivals, and
charitable and community organizations
collaborate with Dwight students. Dwight
student artists are given every opportunity
Visual and Performing Arts26
The Dwight School
to become part of the arts world—locally,
nationally and internationally. The Depart-
ment includes the following four core areas:
Visual Arts, Music, Dance, and Theater.
Music
Music is truly the international language.
At The Dwight School, music plays this
important role in education.
The early childhood music program com-
bines singing, basic note reading, and an
introduction to keyboard, orchestral, and
percussion instruments, with music games,
listening, and other hands-on activities.
The middle school choral program inte-
grates an interdisciplinary, multicultural
curriculum with the study of fundamental
vocal technique, music history, and music
theory. The middle and high school grades
receive a comprehensive education in the
history and theory of Western classical
music with an opportunity to explore the
many changes in musical composition and
performance in each era. The middle and
high school core curriculum is oriented
toward helping students learn how to lis-
ten to and understand music and to study
world music and jazz in the upper grades.
The Dwight Conservatory offers private
instrumental instruction in a variety of
instruments, vocal instruction taught by
some of New York’s finest teachers and
professional musicians.
Visual Arts
The Dwight Visual Arts Department
blends traditional art foundation skills
with research, art history, conceptual
thought, and student innovation.
Principals and elements of design are
emphasized in grades K-12. Students
learn through inquiry and are exposed
to global perspectives. A cross-disciplin-
ary approach to art-making means greater
collaboration with classroom and subject
teachers. To take advantage of the interna-
tional art world nearby and enhance their
experience, students may participate in an
intensive museum and field trip program
to develop relationships with museums
and galleries in New York. The art room
at Dwight is a favorite hub, with students
often working independently after school
and during lunch periods under the guid-
ance of art instructors.
Dance
As a young and growing department at
Dwight, the Dance Department’s goal is
to enhance the students’ artistic experi-
ence by exposing them to this exciting art
form. In addition, this program creates an
outlet for those who have shown talent
and skill in this field. The classes cover the
basics of Ballet, Jazz, Modern and Hip-
Hop, as well as focus on performance and
choreography.
Theater
The Dwight School Theatre program
springs from two foci—the IB Theatre
Arts curriculum and the various produc-
tions Dwight performs on prestigious
New York City stages. Students undergo
a rigorous and rewarding program based
on the professional model, which also
contributes significantly to the Dwight
community. Productions each season
include both classics and world theater;
they also offer students opportunities to
develop their “sparks of genius.”
The Dwight School
27
All students in grades 5-12
are encouraged to engage in
meaningful community ser-
vice activities as part of the
Middle Years and Diploma Programs of
the International Baccalaureate. In keep-
ing with our mission and the curriculum
of the International Baccalaureate Pro-
gram, The Dwight School has instituted
a community service requirement for all
Franklin and Anglo students, whereby
Franklin students must perform 50
hours of community service, and Anglo
students must spend 155 hours in ac-
tivities involving Creativity, Action, and
Service (CAS). Activities for the CAS
requirements include projects associated
with The American Museum of Natu-
ral History, Yorkville Common Pantry,
UNICEF, New York Cares, and many
other local organizations.
ICL Community Service28
The Dwight School
The Institute for Civic Leadership (ICL)
is an educational not-for-profit organi-
zation. Its mission is to provide student
leaders with the skills, training, and
opportunities to make positive changes
in their local and global communities by
following the mantra of:
“Inspire, Educate, Take Action.”
In 2001, Stephen Spahn, Chancellor of
The Dwight School, founded The Insti-
tute for Civic Leadership to encourage
civic action and greater cross-cultural
awareness among teens from public, pri-
vate, and parochial schools.
The ICL dares students and teachers to
dream of a better world, while giving them
tools and the courage to take risks to put
knowledge into action. This goal means
that young people need to take public ser-
vice and the democratic process seriously.
They need to become more knowledge-
able about current events, world affairs,
and the effects of the media in their lives.
Young people need to see that they can
make a difference in the world while they
make a difference in themselves.
After students have been inspired by at-
tending our conferences and educated by
leaders in various global sectors, we allow
them to take action by providing interna-
tional leadership opportunities. Every year,
teams of Dwight students travel to differ-
ent parts of the worlds such as Australia,
Kenya, Peru, and the Himalayas to apply
what they have learned regarding civic
engagement and community service. In
Australia, students explore environmental
concerns and learn how to live in a small
community. In Kenya, students build a
school for a village and teach the children.
In Peru, students build homes for the im-
poverished people and provide extracur-
ricular activities for the children. Finally,
in the Himalayas, student leaders live with
monks in Northern India and have an in
depth look at the Tibetan culture.
The Dwight School
29
Activities and Clubs After school activities are an
integral part of Dwight’s
philosophy to provide stu-
dents with a well-rounded
education. All students are required to
participate in at least one activity or
sport each trimester. Dwight’s extensive
after school program provides students
with many opportunities to explore and
develop their talents. Students participate
in an array of activities including Student
Council, Model UN, Peer Leaders, Young
Writers Society, Jazz Band, Mock Trials,
Performance Music class, Graphic Design,
Drama, Contemporary Arts Society, Stu-
dio Art, Dance, Science club, SAT Prepa-
ration and many others. All activities are
led by experienced instructors and present
students with a platform for exploration,
learning and leadership development.
30
The Dwight School
Dwight is a home away from home. All the faculty and students
are so helpful and motivate me to succeed.
—Tenth Grade Student
Additional Information
The Dwight School
31
College Guidance
College Guidance at Dwight involves
parents, students, college admissions
officers, and financial aid consultants.
Dwight has a college guidance team of
two experienced counselors. Dwight’s
success in placing students in appropriate
colleges demonstrates the effectiveness of
the program. The first phase begins with
ninth and tenth grade meetings. The
Dean introduces parents and students to
the college process – the options, the re-
quirements, and the many considerations
involved in selecting the best school for
each child. In winter of the junior year, the
official college selection process kicks off
with a meeting of counselors, juniors and
parents. Starting in February, the counsel-
ors meet individually with each student
and family to help select courses, to sched-
ule and prepare for college testing, and to
discuss individual talents and concerns. A
college priority list is then personally tai-
lored to fit each student, so that college
visits can begin during spring break.
In the senior year, students meet with
college representatives who visit Dwight
to discuss the academic offerings of their
schools and to answer student questions.
The counselors continue the dialogue with
parents, students, and admissions officers
until the process is complete.
Quest
Quest is a program that provides high-
ability children with educational sup-
port, structure and tutoring. The Dwight
School reserves a limited number of spac-
es per grade for students who will benefit
from learning study skills, strategies and
organization so that they will be able to
successfully participate in the rigorous
academic program at The Dwight School.
Quest teachers observe students in the
classroom and regularly consult with
both teachers and parents as to a student’s
progress. A separate fee is charged for the
Quest Program.
Find Out More32
The Dwight School
English-as-an-Alternate Language
(EAL)
The EAL Department provides small-
class instruction for international students
in English. The EAL Department provides
intensive support to students for whom
English is an alternate language. Students
are provided with English support three or
six times a cycle by a specialist who will
also act as a personal advisor to the stu-
dent and who will provide the following
information to parents:
department
The EAL Department can also provide
modified instruction in social studies
when necessary until the student’s Eng-
lish improves sufficiently to attend regular
classes.
Mother Tongue Instruction
Mother tongue instruction is avail-
able for students to maintain mastery of
their native language. Instruction can be
provided in Arabic, Hebrew, Italian, Ger-
man, Japanese, Russian, Chinese, Dutch,
French and Spanish and other languages
as required.
Woodside Preschool
Woodside Preschool, The Early Years Pro-
gram of The Dwight School, provides an
authentic learning experience for children
to become enthusiastic, caring, compas-
sionate, internationally minded learners
and problem solvers. The School offers the
Primary Years Program (PYP) of the In-
ternational Baccalaureate which combines
inquiry and traditional methods. The
PYP seeks to unlock the unique potential
of the children so that they can become
the knowledgeable leaders of tomorrow.
Woodside Preschool has been named to
honor Dwight’s London campus, Wood-
side Park International School.
The Dwight School PTC
Dwight’s Parents’ Association – Parent-
Teacher-Child (PTC) Communications –
Find Out More
The Dwight School
33
helps promote and facilitate volunteer
programs at Dwight. Through close as-
sociation with faculty and administrators,
parents add a crucial dimension to the
School. Possible volunteer opportunities
include serving as a class representative,
hosting a class dinner, serving on the An-
nual Fund Committee, and volunteering
to help at numerous events throughout
the year, including the International
Gala and Auction, Photography Day,
Thanksgiving Basket Event, and the
Faculty Valentine’s Day Breakfast. All
Dwight families are encouraged to give
their time and talents to support the ac-
tivities of the School, the Foundation,
and the PTC.
Board of Governors and Board of
Trustees
The Dwight School is governed by a sev-
en-member Board of Govenors, and The
Dwight School Foundation is governed
by a ten-member Board of Trustees. Both
entities advise and work in conjunction
with the Chancellor to think critically
about the future of the School to ensure
that a Dwight education is of the highest
quality.
The Dwight School Foundation
Excellence in education is expensive,
and the School relies on the generosity
of parents, alumni, and friends whose
philanthropic support is vital to offering
a quality program. The Dwight School
Foundation, a separate 501(c)3 entity,
was established in 1967 to receive chari-
table gifts to provide additional funding
to help The Dwight School fulfill its
mission.
Annual Fund
The Annual Fund is the most important
fundraising effort at Dwight. The Annual
Fund receives gifts which are disbursed
annually, providing critical support for
student financial aid, faculty profession-
al development, and other items which
will enrich the experience at Dwight
and Woodside. The Annual Fund helps
to ensure a level of excellence in educa-
Find Out More34
The Dwight School
tion above and beyond what is covered
by tuition and fees alone. Participation
in the Annual Fund is a strong demon-
stration of shared belief in the School and
its mission.
The Annual Fund begins early in the fall
and is ongoing throughout the year. Al-
though the majority of solicitations take
place in October and November, donors
have until June 30 to make a contribu-
tion. The Annual Fund Committee usual-
ly meets several times in the fall and once
or twice in the spring.
International Auction and Gala
Each spring, The Dwight School
Foundation holds an International
Auction and Gala to raise funds to sup-
plement those of the Annual Fund. The
event is a wonderful chance to celebrate
with and get to know other members of
the Dwight community.
Solicitations for auction items begin
in the fall, while solicitations for tickets
typically begin in the winter. The Auction
Committee starts meeting in October and
meets nearly every other week until the
event in the spring.
Alumni Association
Dwight represents three schools his-
torically: Dwight, Franklin, and
Anglo-American. Since the merger with
Anglo in 1993, Dwight has been located
in its present facilities. The goal of the
Alumni Association is to help promote the
mission of the School while also strength-
ening relationships among alumni and
providing a link between current and for-
mer students.
The Alumni Association hosts Reunion
Day in the fall as well as other events
throughout the year to allow alumni to stay
connected with each other and to keep up
to date with the latest news from Dwight.
The Association includes an Alumni
Council, Class Representatives, and
committees for Special Events, the An-
nual Fund, the Auction, and College and
Career Guidance.
Find Out More
The Dwight School
35
Elizabeth and AndrewParents of Jacob ‘10, Brian ‘09 and Kara
W e recently sat with an Upper School
family and asked them to reflect
on their family’s experience at Dwight. The
following are excerpts from this interview.
From our very first interview with Admissions,
and every step of the way since, the faculty and
staff at Dwight have been so unbelievably kind.
They truly want to bring out the best in your
child.
We have never seen such devoted, hard-work-
ing, accessible, flexible, and supportive faculty.
At others schools, it was often hard to get ahold
of teachers. At Dwight, we frequently send long
emails inquiring about our children and have
been amazed at faculty responsiveness. Once
we sent an email at 11 pm, and by 11:15 pm
we had heard back from two teachers outlin-
ing a plan to address a particular issue. We even
emailed a teacher last summer after receiving
the report cards, and the teacher emailed us
back from the Grand Canyon! And of course
Dwight teachers are constantly there for the
students, too. Whether it’s a 7am study review
session the day of a test, a meeting during lunch
hour, or additional guidance several hours after
school, the faculty never seem to take a break.
Few schools cater the program to the student
the way Dwight does. Dwight walks the walk.
They can give each child exactly what they
need to be successful, at every minute of every
day. This is not just about remediation. If your
child is flying, they’ll challenge them with extra
work. As the child’s needs change, the program
changes, and what the teacher does with that
child changes. And all of this happens within
the context of the unbelievably demanding IB
program.
We love Dwight students. When we were
applying, we remember walking down the
sidewalk behind three Dwight high school-
ers and overhearing their conversation as they
discussed the political and economic situation
in a particular country in Africa. This was not
part of a class - they were having this incredibly
interesting, knowledgeable discussion about
world events in their free time. This idea that
it’s important to be knowledgeable about the
world comes directly from Mr. Spahn and the
faculty. Today’s teenagers are so caught up in
their books and own lives and don’t necessarily
think about the bigger picture. Dwight always
makes you think about the bigger picture.
The students have such interesting back-
grounds. We love the fact that one of our
children’s closest friends speaks fluent Spanish,
another fluent Italian, and another fluent Ser-
bian. They are from all over the world. It is such
an exciting environment – we’re jealous – we
would love to attend Dwight! It’s a thrill to go
to school every day with a group of people like
that.
“WE HAVE NEVER SEEN SUCH DEVOTED,HARD-WORKING, ACCESSIBLE, FLEXIBLE,AND SUPPORTIVE FACULTY.”
36
Sharon and AlanParents of Emily ’16
W e recently sat with a Lower School
parent and asked her to reflect on
her family’s experience at Dwight. The fol-
lowing are excerpts from this interview.
My very first memory of Dwight is winding
my way through the School’s narrow passage-
ways and peering into its nooks and crannies,
and thinking to myself, like most New Yorkers,
“This school certainly could use more space.”
The day I stepped into Emily’s kindergarten
classroom, however, I realized that the quan-
tity of physical space is far less meaningful than
the quality of the faculty and curriculum, the
philosophy and mission of the school, and the
size and composition of the student and parent
body.
I have appreciated the intimacy of the classes
and the School; the talent and dedication of the
faculty and administration; the quality of the
education and the School’s success in teaching
to all levels; the emphasis on community and
global-mindedness; the warmth and openness
of the parent body; the ability to experience
the culture and language of some 40 different
countries without ever packing a suitcase, go-
ing through security, or suffering jet lag; and
last, but not least, the fact that Emily wakes up
every morning happy as a lark and eager to go
to school.
Internationalism is another unique aspect of
the School. There are eleven different coun-
tries represented in Emily’s class of eighteen,
and 40 countries in the entire student body.
I know of no other school that takes the en-
tire class to London in the fifth grade and
none that offers the kind of hands-on ser-
vice opportunities in developing countries
and impoverished communities that the
Institute for Civic Leadership (ICL) brings to
Dwight.
The teachers and the deans really know each
and every child. I’ll never forget sitting across
from Emily’s kindergarten teacher during our
first parent-teacher conference and realizing
that Emily’s teacher had figured out in just six
weeks what it had taken us five years to learn
about our daughter. Over the last four years,
we’ve watched a group of five year-olds, some
barely reaching four feet high, not only grow
tall enough to have to pay full fare on the bus
and subway, but learn to read, write, add, sub-
tract, multiply, tell time, count change, and
search the Internet; identify works by Picasso,
Matisse, and Van Gogh; understand a poem
and compose a Haiku; identify the planets
and where they are in relation to the Sun; de-
scribe the four layers of the rainforest; explain
how food is digested and how blood circulates
through the body; describe the great explorers
and their explorations; identify the great inven-
tors and their inventions and use their own in-
genuity to design and build inventions of their
own; and describe the various forms of energy
and how they make things work. They have also
come to understand the meaning of coopera-
tion, respect, community, and friendship.
As one parent in the School told me before
we enrolled, there is no “scene” at Dwight. The
parents in Timothy House, like the students,
are cooperative rather than competitive, sensi-
tive, friendly, and always willing to help. In the
third grade, we greet each other not with nods
or handshakes, but with kisses – perhaps one,
more often two, and sometimes even three, as
I’ve learned is the custom in some countries.
When I had the misfortune of being hospital-
ized in 2004, I received a barrage of flowers,
visits, and phone calls from my fellow parents,
one even calling from Europe to see how I was
faring and if there was anything she could do
to help.
37
The Dwight School is a co-
educational, pre-school to
twelfth grade college-prepa-
ratory School which seeks
to enroll students who will benefit from a
classical and challenging international ac-
ademic program. New students are admit-
ted in all grades. The School draws from
a wide cross-section of the greater New
York and international communities.
Parents (and students entering grades 6-
12) are welcome to attend Open Houses,
where they have the opportunity to tour
the School and meet the Admissions Di-
rector, Academic Dean and Chancellor.
Parents are then asked to return a com-
pleted application together with the ap-
plication fee. Once an application is re-
ceived, an interview will be arranged for
the applicant and his or her parents.
As a member of the Independent Schools
Admissions Association of Greater New
York (ISAAGNY), The Dwight School
requires all K-12 applicants to submit the
results of tests administered by the Edu-
cational Records Bureau (ERB). Students
applying to grades 11 or 12 may submit
the PSAT or SAT results instead of the
ERB test. School records and a letter of
recommendation are also required. For
applicants attending school outside the
U.S., please have records (translated if
necessary) sent directly to The Dwight
School Admissions Office.
The Dwight School Foundation awards
scholarships to worthy candidates. Schol-
arships are granted on the basis of finan-
cial need and academic promise. Scholar-
ship decisions are made after the student
is accepted into the School. Applications
for financial assistance must be submitted
each year. No assistance is available for the
Quest Program, English as an Alternate
Language Program, and all other addi-
tional fees. Families who wish to apply for
a scholarship are required to apply before
December 1.
As a member of ISAAGNY, The Dwight
School follows the agreed upon notifica-
tion dates for all grades. The Dwight
School is able to issue I-20 immigration
forms for enrolled students requiring
student visas. We do not have any board-
ing facilities.
The Admissions Office can be reached
at (212) 724-7524.
The Dwight School, incorporating The
Anglo-American International School,
admits students of any race, color, reli-
gion, national and ethnic origin to all
the privileges, programs and activities
made available to students at the school.
It does not discriminate on the basis of
race, color, religion, disability, sexual
orientation, or national and ethnic ori-
gin in administration of its educational
policies, admissions policies, tuition as-
sistance program, and athletic and other
school administered programs.
Please contact the Woodside Admissions Office at
212.362.2350 or admissions@woodsidepreschool.
org for information on admissions for ages 2-4.
Admissions Information
38
The Dwight School
To
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ithi
n t
wo
wee
ks o
f re
ceip
t.
1.
In w
hat
cou
rse
is t
his
stu
den
t u
nd
er y
ou
r in
stru
ctio
n? _
_______________________________________________________________
2.
Wh
at g
rad
e is
th
is s
tud
ent
curr
entl
y re
ceiv
ing?
______________________________________________________
_______________
3.
Do y
ou
con
sid
er t
his
an
acc
ura
te r
efl e
ctio
n o
f h
is/h
er a
bil
ity?
______
yes
n
o
If n
ot,
ple
ase
exp
lain
______________________
_
________________________________________________________________________________________________________
_
________________________________________________________________________________________________________
_
________________________________________________________________________________________________________
4.
Ple
ase
com
men
t on
th
e qu
alit
y of
the
app
lica
nt’s
aca
dem
ic w
ork
. W
e ar
e es
pec
ially
inte
rest
ed i
n t
he
stu
den
t’s m
oti
vati
on
, w
ork
eth
ic,
and
cap
acit
y fo
r in
dep
end
ent
thou
ght.
___________________________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
5.
In y
ou
r op
inio
n, w
hat
are
th
is s
tud
ent’s
gre
ates
t st
ren
gth
s? _
___________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
6.
In y
ou
r op
inio
n, w
hat
is
this
stu
den
t’s c
hie
f w
eakn
ess?
_________________________________________________
_______________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
7.
Ple
ase
des
crib
e th
is s
tud
ent’s
per
son
alit
y an
d c
har
acte
r tr
aits
. ___________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
_
___
_____________________________________________________________________________________________________
Th
e D
wig
ht
Sch
ool
Tea
cher
Rec
omm
end
atio
n F
orm
8. H
ow w
ou
ld yo
u evalu
ate this stu
den
t in term
s of th
e follow
ing acad
emic an
d p
erson
al qu
alities as com
pared
with
oth
ers of h
is or h
er age?
Below
Average
Average
Good
Excellen
tO
utstan
din
g
Intellectu
al Cu
riosity
Acad
emic P
rom
ise
Stand
ard o
f Work
Ability to
Con
centrate
En
ergy and
Initiative
Motivatio
n
Work
Eth
ic
Lead
ership
Creativity
Self-Esteem
Resp
on
sibility
Ch
aracter
Good
Jud
gmen
t
Em
otio
nal M
aturity
Ad
ditio
nal co
mm
ents _
__________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
I recom
men
d th
is stud
ent to
Th
e Dw
ight S
chool:
with
ou
t enth
usiasm
fairly stro
ngly
stron
gly w
ith great en
thu
siasm
Teach
er’s Nam
e (please p
rint) _
____________________________________________________________________________________
Title _
_______________________________________________________________________________________________________
Signatu
re ____________________________________________________________________________________________________
How
lon
g have yo
u k
now
n th
is stud
ent? _
___________________________________________________________________________
Kin
dly R
eturn
to:
Th
e Ad
missio
ns O
ffi ce, Th
e Dw
ight S
cho
ol, 2
91 C
entral P
ark W
est. New
York
, NY
10024
212.7
24.6
360 x 2
61 F
ax: 212.7
24.2
539
w
ww
.dw
ight.ed
uAd
dition
al copies of this form
are available on
line at w
ww
.dw
ight.ed
u.
Mission Statement:
The Dwight School, an internationally recognized college preparatory school with a rich tradition of academic excellence, trains its students to be leaders with a strong sense of community responsibility.
Every student has a spark of genius, and our goal is to nurture that potential. Kindling their inter-ests, we strive to develop inquisitive, informed, and ethical citizens who, with a sense of global kinship, will take action to build a better world.
The Dwight School291 Central Park WestNew York, NY 10024
212.724.6360www.dwight.edu
The Dwight School
The D
wigh
t Sch
ool
APPLICATION FOR SCHOOL YEAR BEGINNING _______________
FOR GRADE ________ SOCIAL SECURITY _____________________
Full Name of Student ______________________________________________________ Nickname _____________________
Permanent Address _____________________________________________________________________________________
____________________________________________________________________ Telephone _____________________
Email ________________________________________________ Age ________ M ☐ F ☐
Date of Birth _____________________ Nationality ____________________________ Bilingual? ______________________
Country of Birth ___________________________________________ Language(s) Spoken at Home _____________________
Schools in Order of Attendance (Most recent first) Street Address Zip Code Dates of Attendance
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Have you applied to Dwight before? Yes ☐ No ☐ _______________________________________________________________
Have you attended or signed up for a Dwight Open House? Yes ☐ No ☐ Date ________________________________________
Are both parents living? ______________________________________ Separated or Divorced? __________________________
Child resides with? _____________________________
Name of Father/Guardian ____________________________________
Colleges, Degrees, Years __________________________________
Employer _____________________________________________ Title ________________________________________
Business Address _______________________________________
Business Phone ________________________________________ Email _______________________________________
Home Address _________________________________________ Home Phone ___________ Cell Phone __________
Name of Mother/Guardian __________________________________________________________________________________
Colleges, Degrees, Years _________________________________________________________________________________
Employer _____________________________________________ Title ________________________________________
Business Address ______________________________________________________________________________________
Business Phone ________________________________________ Email _______________________________________
Home Address _________________________________________ Home Phone ___________ Cell Phone __________
Names, ages, and schools of brothers and sisters __________________________________________________________________
________________________________________________________________________________________________________
Name and address to which bills should be sent __________________________________________________________________
________________________________________________________________________________________________________
Name, address and email to which information should be sent _______________________________________________________
________________________________________________________________________________________________________
We are interested in your thoughts and impressions of the applicant. We encourage you to prepare a statement describing your son or
daughter. Tell us about his or her personality, current interests, hobbies, strengths and weaknesses. Please use a separate piece of paper, if
needed, to complete the statement.
THE DWIGHT SCHOOL291 Central Park West, New York, NY 10024
Tel: (212) 724-7524, Fax (212) 724-2539
www.dwight.edu
Please Attach
a Recent
Photograph
of the
Applicant
Application for Admission
Parents Statement
Please use a separate piece of paper to complete the following questions:
Please list names of relatives and friends who have attended or whose children have attended The Dwight School.
Please discuss any experiences and values that are dear to your family.
Explain one thing you want your child to gain from the Dwight experience.
Please specify any health, academic, social, or emotional issues your child has had over the last four years and what steps were taken to
address the situation.
Please check if you anticipate applying for:
☐ QUEST Program
☐ English as an Alternate Language (E.A.L.)
☐ Financial Assistance
ADMISSIONS PROCEDURE
1. Application—Return the completed application with the $50.00 application fee to the Admissions Office. Please make checks
payable to The Dwight School.
2. School Records —School records and letters of recommendation are requested as part of the application process. For applicants
attending school outside the United States, please have records (translated if necessary) sent directly to The Dwight School
Admissions Office.
3. Testing—Students must take a test administered by the Educational Records Bureau, 220 East 42nd Street, Suite 100, New
York NY, 10017, (212) 672-9800. Students applying to Grades 11 or 12 may submit the PSAT or SAT result instead of the
ERB test.
4. Interview and School Visit—Once an application is received, the Admissions Office will contact you to set up a parent and
student interview.
5. The Dwight School offers rolling admissions. However, in order to be considered for the first round of review, the admissions
office should receive application materials by December 1.
GENERAL INFORMATION
Medical Records: If your child is accepted to The Dwight School, the medical form must be completed and signed by a physician
prior to the student beginning classes. Medical records must include a recent PPD or Mantoux test for tuberculosis for students
outside New York State.
Financial Assistance: Scholarships are awarded on the basis of character, citizenship, academic potential, and need. Families must
fill out The Dwight School Scholarship Application each year and return it with their tax information by December 1. Decisions
are made separate from the admissions decision.
Student Visa: Applicants from abroad can receive an I-20 Student Visa once they are accepted to The Dwight School and have
paid 100% of the tuition. Families must show proof of funds in order to receive an I-20.
The School communicates regularly through email. Please inform us as to which email address you would like information to be
sent.
TERMS AND CONDITIONS OF THE DWIGHT SCHOOL
This application is merely a request for admission. It becomes binding upon the undersigned only when the applicant has been exam-
ined, formally accepted, and a non-refundable registration fee is paid.
It is understood that places reserved in the School at the beginning of each year for all programs, including Quest, are taken for a
whole year. No deduction from the year’s fees can be made because of absence or for those who give up their place at any time during
the year.
The Dwight School reserves the right to exclude any pupil permanently or temporarily at any time, if the Head of School deems such
action advisable, either in the interest of the pupil or for the good of the School.
A parent’s full obligation is outlined in the annual enrollment contract and handbook.
Please address all correspondence to:
Admissions Office, The Dwight School, 291 Central Park West, New York, New York 10024
Parent or Guardian Signature ________________________________________________
Parent or Guardian Name - Printed ________________________________________________
Date ________________________________________________
History
Admissions
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