Knox is built for children who ask hard questions and want real answers. We teach for depth rather than speed, and we shape each child’s learning around their actual strengths rather than their grade level.
You may recognize your child here
They ask why, and then they ask why again, and the answer has to be a real one.
They learn something once and then use it somewhere you did not expect.
They have gone deep on a subject entirely on their own, whether or not school ever asked them to.
They build, design, invent, or make things that were not there before.
They feel things intensely. Curiosity, delight, unfairness, frustration. The volume is high.
They will work hard when the work is interesting, and they will tell you plainly when it is not.
They are well ahead in some areas and still growing in others, and the distance between the two is wide.
They would rather understand something than be told they got it right.
Few children show all of these. Most of ours show several.
If you read that list and thought about your child more than once, we would like to meet them.
Does My Child Need to Be Identified as Gifted?
No, and we do not require cognitive testing of every applicant. Some families arrive with testing already done and others do not. We are looking for a learning and growth mindset; characteristics and qualities that will allow them to engage fully, contribute productively to our community and thrive in a community of like-minded learners, which transcends labels and assessments.
If Your Child Is Gifted and Also Has a Learning Difference
We are eager to get to know your child, so we would like to see all the context you have about their one-of-a-kind learning profile. We read all of it to answer one question: can Knox teach your child well? We would rather answer that honestly with you now than have all of us discover it in November.
At Knox, every teacher carries a full class and knows each child in it closely. That means instruction pitched to where your child actually is, and adults who notice when something needs attention before it becomes a hard week. Many of our students are well ahead in some areas and need real support in others. That is ordinary here, not an exception we tolerate. For many twice-exceptional children, what we have is exactly what was missing.
So send us the whole picture, and come see a classroom. After a visit day, what your child tells you about how it felt is the most useful information any of us will get.
“I see this child, this child that I have not seen since 1st grade.”
— Knox parent, Upper School
If you saw your child on this page, we’d love to meet them
Come spend a morning with us. No presentation, no assessment, just a normal day, and a chance to see whether this feels like the place.
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