The Dwight School291 Central Park WestNew York, NY 10024

212.724.6360www.dwight.edu

The Dwight School

The D

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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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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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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

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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!

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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

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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:

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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.

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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.

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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.

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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)

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ers knowledgeable about the IB and

its mission

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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

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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

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riential learning overseas

meetings

Highlights:

The Dwight School

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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:

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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)

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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

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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)

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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

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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)

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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

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hat

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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