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GreatSchools Rating

Victoria Magathan Elementary School

Public | K-6 | 578 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings

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Parent involvement

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14 reviews of this school


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Posted October 28, 2012

My daugther and son have been attending this school for a little bit over a year this is the worst school ever my daugther gets bullied picked on punch on the face for no reason this school is realy raceses against mexican. But action will be taken legally.
—Submitted by a parent


Posted May 20, 2010

I love Victoria Magathan Elementary School because it is the best school in the High Desert. We have an excellent Dual Immersion Program that teaches children to read, write, and speak Spanish. Our staff is dedicated to the well being of the children academically as well as mentally (FUN). Our principal is awesome. She loves teaching and continues to due so through her leadership skills and great knowledge of the learning process. We are a family that sticks together and supports one another through the good times and the bad. theses children are considered our children and we take special care to make sure that they know it.
—Submitted by a teacher


Posted May 19, 2010

This school has improved greatly in the last few years thanks to Mrs. Thomas. The teachers are wonderful and dedicated.
—Submitted by a parent


Posted September 26, 2009

If you can help it, do not enroll your child in this school. At first, I was happy that my child would be attending a school with a black principal and what seemed to be a supporting staff. Come to find out that I have had nothing but difficult situations; one after another. The teacher my child was assigned to, was purely antagonistic, to her students and my child. She did nothing to help the students advance, but had much to say if they didn't read at the level she thought they should be reading at. Not to mention, this school has no physical education system in place. The children have twenty five minutes to eat and play, which is the only exercise they have. My child was not happy at this school, and I was even unhappier, knowing that he wasn't in a positive learning environment. I have transferred my child to D. F. Bradach, where we are both happy.
—Submitted by a parent


Posted April 22, 2009

This school is much improved. My daughters first year at this school was filled with frustration! Two years and a new principle later, the staff has done a wonderful job of bringing an unorginized mess into control. My only complaint is the lack of a music program.
—Submitted by a parent


Posted March 31, 2009

I have worked at Magathan for the last two years and I have enjoyed working with the teachers, staff, and parents. What makes Magathan such a great school is that we are unique. We have a specialized program that is the only one in its kind in the entire high desert. We are the only school that has the Spanish/English Duel Immersion Program. When our children go through the entire 7 year program, they will leave Magathan speaking, reading, writing, communicating in both English and Spanish. They will be completely bilingual. It is a wonderful program and I know many students and parents are thrilled with the program. We have several teachers' children in the program too. At the kindergarten round up we had on Monday, March 30, 2009 our duel immersion kinder class was completely full, with students on the waiting list. We might even open a 2nd class.
—Submitted by a parent


Posted April 6, 2008

I agree with the 2/7/08 post. The school is so much calmer since Mrs. Dalton has come to support the Principal. The district has a winning pair in these two. As a parent I am glad to see that the District Office is interested in supporting their administrators.
—Submitted by a parent


Posted February 7, 2008

This is such a lovely school. The principal is always there. What a refreshing change to see that the district has replaced the VP and has supported Dr. Thompson. In providing a good safe environment for learning
—Submitted by a parent


Posted October 25, 2007

I agree somewhat with previous reviews-regarding 'last minute' notices. As far as the teacher's communication with students/parents I personally haven't had a problem. This is my son's third year and I have nothing but high regards for his teacher's all 3 years. Discipline hasn't been an issue for my son, but I think Dr. Thompson is wonderful-she's almost always out among the students and knows alot of them by name- not only the 'bad' ones. They are still somewhat of a 'new school' but I appreciate all the time/work their staff has put in. A special thanks to our staff there !
—Submitted by a parent


Posted August 31, 2007

This is my daughters second year. I tried to have her placed in another school, but it seems that this one is suppose to be one of the best. I find that hard to believe. The lack of communication is unbelievable. I also feel that there is a lack of discipline at this school.
—Submitted by a parent


Posted August 27, 2007

This is the 3rd year my children have attended and they lack communication with the parents. Notices/newsletters do not get distributed until the very last minute or later regarding anything such as minimum days, field trips, pictures and especially student award assemblies. They really need to be more organized. I feel that students come first and their education environment should be comfortable and pleasant in order for them to achieve academically so if a parent has a concern it should be addressed, which mine never was. I give it two thumbs down.
—Submitted by a parent


Posted August 13, 2007

teachers are very nice and friendly
—Submitted by a parent


Posted April 27, 2007

This school has some really good teachers. An incident involving my son was not handled well at all and I regret having to send him to this school everyday and this is only kindergarten. I couldn't imagine having to send him there for 5 more years and deal with the principal. I do not feel safe sending my child to school here, there are no rules for safety measures here, no activities after school, nothing. I think this whole year has been one disappointment here and I am not sending my child here next year!
—Submitted by a parent


Posted July 27, 2006

Dr. Thompson is a wonderful Principal and The staff seems to be dedicated to the children's learning. Magathan is on it's way to becoming a great school.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

772

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

772

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-9

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

4 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

91 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
40%

2011

 
 
33%

2010

 
 
38%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
59%

2011

 
 
63%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

66 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
23%

2011

 
 
29%

2010

 
 
27%
Math

The state average for Math was 66% in 2013.

67 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
63%

2011

 
 
45%

2010

 
 
52%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
66%

2011

 
 
52%

2010

 
 
46%
Math

The state average for Math was 72% in 2013.

78 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
70%

2011

 
 
61%

2010

 
 
49%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

61 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
45%

2011

 
 
44%

2010

 
 
37%
Math

The state average for Math was 65% in 2013.

61 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
48%

2011

 
 
48%

2010

 
 
51%
Science

The state average for Science was 57% in 2013.

61 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
49%

2011

 
 
46%

2010

 
 
34%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

73 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
51%

2011

 
 
50%

2010

 
 
51%
Math

The state average for Math was 55% in 2013.

73 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
52%

2011

 
 
49%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students31%
Females38%
Males26%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantagedn/a
Students with disability17%
Students with no reported disability33%
English learner35%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students44%
Females49%
Males40%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantagedn/a
Students with disability8%
Students with no reported disability49%
English learner52%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)34%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students32%
Females35%
Males30%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner25%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)35%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students52%
Females46%
Males56%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner50%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students56%
Females73%
Males39%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner17%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males74%
African American80%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged77%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability77%
English learner58%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)74%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students43%
Females52%
Males33%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability42%
English learner25%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females52%
Males63%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner58%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students38%
Females39%
Males37%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner17%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students47%
Females43%
Males50%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner15%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)35%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females31%
Males47%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learner8%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)22%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 57%
Black 29%
White 6%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 94%N/AN/A
English language learners 27%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Angela Montalvo-Nicholson
Special schedule
  • Year-round

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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11411 Holly Road
Adelanto, CA 92301
Website: Click here
Phone: (760) 246-8872

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