Feel free to reach out to us at any point during the application process. You may begin an application at any time. ADMISSIONS@THELANGSCHOOL.ORG or call us at 212-977-7777 (Main Number) 917-283-2471 (Admissions) or book a 1:1 phone or zoom call

Make a date to tour the school and/or attend one of our virtual Open Houses. You may begin an application without attending a Tour or Open House first.

Click the button below to access our online application portal. You'll be asked to complete a brief inquiry form. Once submitted, you'll receive an email verification form with information about how to access the admissions portal. The application includes a "Release" section that allows us to speak with your child’s school, neuropsychologist, and other critical providers. We will work with you to time these conversations. We understand you may not be ready to tell your child’s current school about your decision to apply to another school. There is no assessment or entry exam that is required as part of the application process. We do require the submission of a number of supporting documents that are outlined below.

NEUROPSYCHOLOGICAL REPORT Submit your child’s most recent neuropsychological evaluation. A psychoeducational evaluation is also a good start. REPORT CARDS Please send us your child’s school report cards from the last two years, if available. Note that we're more interested in the narratives than the grades. OTHER DOCUMENTS Submit any other evaluations or documentation (e.g., a digital portfolio) that might help us better understand your child.

Pay our $130.00 application fee. (Need-based waivers are available.) Why is there an application fee? The fee covers costs associated with the processing, coordination, and review of the application.

Our team will review the application and supporting materials. If we think Lang may be a good fit for your child, we will invite him/her/them for a full day visit (our Grade 1 visits are often morning half-day visits). If we don't think that Lang is a good fit for your child, we'll try to provide recommendations about other programs that may be better aligned to support your child.

Our team will review your child's application, supporting documents, and insights from the visit to determine if The Lang School is a fit. If it is, when we meet to discuss your child’s invitation to enroll at Lang, we will share our insights and the next steps for the educational pathway we'll design for your child.

Twice-exceptionality refers to students who are identified as having both advanced academic abilities (giftedness) and one or more learning disabilities or differences. These students, often referred to as 2e learners, possess high potential, but also face significant challenges that can affect their academic performance and social-emotional development.

Advanced Cognitive Abilities: High levels of creativity and problem-solving skills Rapid learning and a deep understanding of complex concepts Intense focus on areas of interest and strong motivation in preferred subjects Superior performance in one or more areas as reflected in cognitive testing. Learning Disabilities or Differences: Dyslexia, Dysgraphia Dyscalculia, ADHD, Autism Spectrum Disorder, sensory processing issues, etc. Inconsistent academic performance, with significant gaps between strengths and weaknesses Difficulties with executive functioning, such as organization, time management, and task initiation Asynchronous Development: Uneven development across cognitive, emotional, and physical domains. For example, a 2e student might have the intellectual capability of a much older student but the emotional maturity of their chronological age. This asynchronous development can lead to frustration, social challenges, and misunderstandings with peers and adults. Social-Emotional Characteristics: Heightened sensitivity and emotional intensity Challenges with peer relationships and social interactions Anxiety, frustration, or low self-esteem stemming from their learning struggles

General Education Settings: May not receive the necessary accommodations to support their learning disabilities, leading to underperformance or behavioral issues. Advanced cognitive abilities might not be recognized or nurtured, resulting in boredom and disengagement. Gifted and Talented Programs: Programs may focus solely on intellectual abilities and fail to address learning disabilities, leading to frustration and inability to keep up with peers. 2e students may struggle with the pace and expectations of gifted programs without the necessary support for their learning challenges. Special Education Programs: These programs often focus on remediation and may not provide enough intellectual stimulation or opportunities for advanced learning. 2e students might feel out of place or unchallenged, leading to disengagement and a lack of motivation.

Complex Profile: 2e students have a dual set of needs: nurturing their giftedness while addressing their learning disabilities. This duality requires a balanced approach to both challenge and support them. Students with identified special education needs typically require focused interventions to address specific deficits, without the simultaneous need to cultivate advanced cognitive abilities. Differentiated Instruction: 2e students benefit from differentiated instruction that both accelerates their learning in areas of strength and provides targeted support in areas of difficulty. Special education students primarily need individualized instruction and accommodations to help them overcome their specific challenges. Social-Emotional Support: 2e students require tailored social-emotional support that addresses their unique sensitivities and intensities, as well as strategies to help them navigate social dynamics and build self-esteem. Students with special education needs also require social-emotional support, but the nature of the support may be more focused on coping strategies for their specific disabilities. Advocacy and Self-Understanding: 2e students benefit from learning self-advocacy skills and developing a strong understanding of their own strengths and challenges. This empowerment helps them navigate both academic and social environments more effectively. Special education students also need self-advocacy skills, but the focus is often more on understanding and managing their disabilities.

To effectively support 2e students, The Lang School provides: Individual Learner Profiles- Each student has a unique learner profile that highlights both strengths, opportunities/areas for enrichment, and accommodations/management needs; strategies to address and support areas of challenge. These are also reflected in each Lang student’s Individualized Education Plan (IEP). Flexible Grouping and Acceleration Options to ensure they are challenged appropriately in their areas of strength. Targeted Interventions and Supports to address learning disabilities and areas of strength, such as specialized instruction, 1:1 support, and assistive technology. Social-Emotional Learning (SEL) Programs to help them develop coping strategies, resilience, and carryover of social skills. Professional Development for Educators to understand and implement strategies that meet the complex needs of 2e students. By recognizing and addressing the unique needs of twice-exceptional learners, The Lang School creates an environment where 2e students can thrive academically, socially, and emotionally.

Intellectual or creative engagement is key to student fit at Lang, regardless of how traditionally productive a student has been in past school settings. Often, our students are not inspired to challenge themselves in more conventional programs. Before they arrive at our doors, these high potential learners might say school is boring; their teachers might consider them "lazy" or underachieving; these students might resist or even refuse going to class or school altogether. The typical Lang School student is able — with the collaboration and support of staff, parents, and outside/previous providers — to capitalize on our individualized interventions, groupings of affinity and ability peers, and differentiated classroom-based instruction. ​ While one or more cognitive subtest scores on formal testing may be in the superior range, it is not uncommon for there to be significant discrepancies between strengths and areas of relative challenge. Our students often display precocious interests and curiosities that are reflected in a preexisting area of passion and commitment. Our high potential and gifted learners also have identified learning challenges, such as ADHD, anxiety, executive functioning struggles, language-based, non-verbal, and specific learning difficulties (including Dyslexia, Dysgraphia, and Dyscalculia), or Autism Spectrum Disorder (ASD). We can generally provide support for ASD (Level 1) students who don't require significant 1:1 support and/or in-school ABA therapy. ​ The Lang School is not a therapeutic school designed to support significant emotional challenges and as such pronounced externalizing behaviors, frequent dysregulation, and physical and verbal aggression are uncommon among our students. Lang learners are socially motivated and ready for a rigorous but supportive classroom-based education.

The typical Lang School parent is prepared to partner with school staff in supporting their child in a wide variety of ways with the recognition that school is not a stand-alone solution to their child's every challenge or need. Some of our students need targeted supports beyond school in order to reinforce the school's work, generalize emerging skills across settings, or work on challenges that aren't primarily related to school. That said, Lang is committed to being an active and key member of each student's "village" and to ongoing communication with parents and outside providers. Our parents are eager to engage with the school in a team-based process of identifying and meeting their child's needs as they emerge, develop, and shift. Lang offers parent workshops throughout the school year, and our Parent Association serves as a support network for our parent community.

Tuition for the 2024–2025 academic year is $96,000. Lang students receive push-in and pullout, 1:1, dyad, and small-group counseling, sensory/fine motor support, speech therapy, and academic remediation or acceleration, as needed. Tuition for midyear transfers is prorated per school day.

The parents of our students with IEPs (Individualized Education Plans) and those who are in the process of developing an IEP (The Lang School works with enrolled students/families to ensure that an IEP is in place) successfully seek reimbursement or payment of tuition from the NYC Department of Education. In the service of social justice and to ensure a diverse student body, The Lang School is committed to accepting all good-fit students, regardless of financial need. ​ What if I want my child to attend a private school like The Lang School and have the Department of Education pay for the tuition? (pdf) ​ Payment of tuition from the NYC Department of Education (pdf)​ ​ Individualized Education Plans (pdf) ​ While The Lang School does not provide traditional scholarships or financial aid, we do support Connors funding on behalf of families who demonstrate need. In any given year, at least one-third of our students' parents are pursuing Connors cases with the DOE. ​ Depending on a Carter case family’s demonstrated financial need, Lang may may under certain circumstances provide flexible payment plans. ​ Whether Connors or Carter cases, The Lang School supports each family and works with their lawyer throughout the impartial hearing process to secure tuition reimbursement. ​ Some parents supplement these payment options with a K-12 student loan through Your Tuition Solution, a tax free withdrawal from their child's college savings plan, a loan from their 401k, or an interest free loan from The Hebrew Free Loan Society.