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GreatSchools Rating

Eleanor Murray Fallon School

Public | 6-8 | 708 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 4 ratings

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32 reviews of this school


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Posted April 14, 2014

Bullying anti-Semitism and racism is out of control at this school. My son started in third grade at a six grade level. The incompetence of the staff pulled him down. The acceptance of bullies was a big problem because the bully was the son of a police officer. He's doing very well and a straight in the Pleasanton school district student. He will graduate high school with an Associates degree beat that Dublin!
—Submitted by a parent


Posted July 10, 2013

I moved to Dublin from the Collierville, Tennessee, and going to Fallon has been a wonderful experience. There is virtually no bullying here, and the Physical Education program is much more challenging. The students at Fallon are especially friendly and outgoing, while teachers always try their best to be involved in our students' curriculum.


Posted August 12, 2012

I attend this school as a student and I have no idea why you parents are hating on this school. The teachers are kind and really get involved with the students. Although it would be better if the district would send better subs for us.


Posted March 21, 2011

My daughter graduated from this school and my little one is going to this school soon. To me we never have had good leadership for this school. I don't understand why the school district cannot appoint someone who really determine to make this school the best of this area. Having a PHD degree or playing with the boys well do not mean they can be a good principal. This school needs a power leadership. Dublin school district, please pay attention to this school!
—Submitted by a parent


Posted February 23, 2011

Fallon used to be a great school. This year its been a disaster. The administration is unhelpful and unpolished! There is no GATE curriculum in place for gifted students. Such a disappointment!
—Submitted by a parent


Posted January 31, 2011

my son started middle school this year and is in his 3rd quarter. He is enjoying the way the teachers challenge him accademically. He loves the different extra curricular opportunities offered here as well. Amazingly talented teachers and enthusiastic parent support.
—Submitted by a parent


Posted January 5, 2011

For the past four years we had a great experience at Fallon School, however everything changed when the new leadership was appointed at the beginning of this school year. The leadership is lacking basic skills! It is very disappointing and frustrating. As parents we want our children to succeed and is unfortunate when unskilled individuals are appointed in key positions.
—Submitted by a parent


Posted February 23, 2010

this is the best school and i really understand why it is 9 stars. they have really good and pushing techers that do everything they can to help the student succed in life. my daughter is in middle school and actually loves being pushed and she is doing way better in fallon than in any other school! she comes home and starts on her homework. on the weekends she always complains why there is no schoo, thats how much she loves this school. the students are also very behaving and the parents are very loyal when pickinng up their children. i love how they have the 'safety patrol' it really helps students understand how important safety is. this school is phenominal .
—Submitted by a parent


Posted January 30, 2010

I have a daughter in 3rd grade. We have been here since 1st grade and I can tell you that the teachers here are top-notch. Many of them are young, energetic and truly committed to the children's success. The new administration is great! They are very accessible and want to have open dialogue with the kids and parents. My daughter just loves school and looks forward to going everyday. When asked what she likes about school, her response is 'EVERYTHING'! As a parent, you can't get better than that.
—Submitted by a parent


Posted January 29, 2010

My experience with the school has been mixed. There are good teachers and then there are not so good ones. They should really provide online grading for all schools. Some teachers do not post grades, some use teacher ease, some don't. In middle school, homework matters and for the students to see what is being done in class, online and check their grades, would be very useful. In terms of parent involvement, it seems teachers like to be left alone and not bothered too much. As long as your child is motivated and on top of things, everything is fine. Middle school resources for more academically inclined students, are not advertised or not accessible unless parents try to dig it with administration. Math and Science paths for middle school is not clear. Honors Math program or how to skip to take next year level Math classes are also not clear.
—Submitted by a parent


Posted July 5, 2009

This is a great school. My daughter started kindergarten here this year. She can now read and write fluently and even 'gets' math. She learned so much in one school year. I also had a son who started 7th grade here and he had a little more trouble only because we came from a school district from another state that was less than great so he had to catch up. My only complaint is that they really push the middle schools kids hard in math here and I think it's a bit too much. Also, only certain teachers put their information online so you can check grades, assignments, etc., and I think the school should be providing it (apparently the teachers have to pay for this themselves). I found the school grounds to be very beautiful and my son did not have any problems with other children and bullying, etc.
—Submitted by a parent


Posted April 21, 2009

I am a student who is leaving the eighth grade and i have found my 5 years at Fallon to be spectacular. i don't know what 'incompetence' in teacher the other reviewers are referring to but take it from someone on the inside, This schools number one goal is the well being and success of their students present and future
—Submitted by a student


Posted October 20, 2008

If you child is independent and compliant, expect no problems. If they are not compliant and behind, expect little support, packets of homework that aren't reviewed in class, new staff not familiar with curriculum programs, after school programs that have a high ratio of student to teacher, and SST's that are not read or in compliance.
—Submitted by a parent


Posted October 2, 2008

Good attitude by school and teachers
—Submitted by a parent


Posted June 2, 2008

The school has lots of good students and dedicated parents. But we are disappointed in the school in terms of focusing on the academic achievements. My kids are not challenged so we have to step in and teach them ourselves. The school has GATE program but very little activity related to it. Parents had to push very hard to get school participate in academic competitions. In my opinion, we need new leadership in the school.
—Submitted by a parent


Posted May 15, 2008

Our experience with the school has been 1 & 2nd grades. School seems to struggle with leadership issues and needs a change. Teachers are young and don't have their program's down. School has programs like Accelerated Reader, but don't seem to really know how to use it. School priority is on students being compliant regardless of their motivation and engagement in the curriculum. We were constantly getting negative feedback about our child. We took him out of the school and he did a 180 in his new school. There is pressure at the school to raise scores, so a lot of homework is given out and parents are expected to make up for deficiencies. Don't expect help from school unless you complain and even then good luck.
—Submitted by a parent


Posted May 5, 2008

Fallon School is pretty good. The teachers are quite intense, academically my child is getting challenged. They offer advanced honors classes in middle school, plenty of parental involvement, great teachers. All in all, a good school ! My child is very busy with homework and projects :)
—Submitted by a parent


Posted April 10, 2008

I am surprised to read the reviews.... I t is my son's 2nd year here at Fallon, and he really enjoys it. His reading level is sky high(3rd grade level while being in 1st grade), all this is because of his wonderful teacher...She is young, but kind and patient and really cares about her class success She is doing an amazing job! Maybe the only problem I see at my level of parent of 1st grader is the nutrition program, there is an evident problem in the cafeteria that really need to be adjusted ( amount of food prepared: a lot of children don't get choice and eat what's left!!! also I don't think the menu has great variety over weeks and is not that 'healthy'...pizza twice a week is not OK with me!!!!
—Submitted by a parent


Posted March 28, 2008

I love this school! All the teachers really understand you and what they are teaching. My teacher, if she sees that students are not doing so well, she helps them and sometimes keeps them after school for ten minutes or so to help them understand what they are learning. I do not know what those past reviewers are talking about, maybe they just have not so perfect teachers. And, by the way, Mrs. Thomas is a great principle and encourages students to work hard.
—Submitted by a student


Posted February 27, 2008

We had a bad experience with the school. The teacher and administration could not provide adequate challenge for my child. The administration was less than cooperative. My child is in private school now, appropriately challenged and doing exceptionally well!
—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

930

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 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 met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.

This school's
API score

930

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

-3

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 2011 and Spring 2012. 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)

10 / 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)

5 / 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 60% in 2013.

304 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
88%

2010

 
 
85%
Math

The state average for Math was 55% in 2013.

302 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
77%

2011

 
 
77%

2010

 
 
84%
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

Algebra I

The state average for Algebra I was 86% in 2013.

20 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
91%

2010

 
 
100%
English Language Arts

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

285 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%

2011

 
 
85%

2010

 
 
84%
Math

The state average for Math was 52% in 2013.

265 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%

2011

 
 
74%

2010

 
 
76%
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

Algebra I

The state average for Algebra I was 50% in 2013.

170 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
64%

2011

 
 
67%

2010

 
 
57%
English Language Arts

The state average for English Language Arts was 57% in 2013.

234 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
86%

2011

 
 
85%

2010

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

41 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

18 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

237 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
80%

2010

 
 
81%
Science

The state average for Science was 67% in 2013.

234 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
89%

2011

 
 
90%

2010

 
 
78%
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 Students87%
Females89%
Males84%
African American85%
Asian93%
Filipino86%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged61%
Non-economically disadvantaged88%
Students with disability64%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)74%
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students83%
Females86%
Males81%
African American46%
Asian92%
Filipino79%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged44%
Non-economically disadvantaged86%
Students with disability64%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)63%
Parent education - college graduate86%
Parent education - graduate school/post graduate92%
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

Algebra I

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students86%
Females91%
Males82%
African American72%
Asian92%
Filipino82%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged72%
Non-economically disadvantaged88%
Students with disability75%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)85%
Parent education - college graduate88%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students84%
Females87%
Males81%
African American59%
Asian93%
Filipino86%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged67%
Non-economically disadvantaged86%
Students with disability60%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate83%
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

Algebra I

All Students71%
Females73%
Males70%
African Americann/a
Asian83%
Filipino58%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate72%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

English Language Arts

All Students82%
Females85%
Males81%
African American50%
Asian89%
Filipino94%
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged63%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)67%
Parent education - college graduate89%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students37%
Females25%
Males48%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)17%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Femalesn/a
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students85%
Females83%
Males86%
African American55%
Asian93%
Filipino100%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged69%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)67%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students86%
Females84%
Males89%
African American50%
Asian93%
Filipino94%
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged75%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)67%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
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 State average
Asian 52% 11%
White 26% 27%
Hispanic 11% 51%
Black 9% 7%
Two or more races 2% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 12%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • James Freeland
Fax number
  • (925) 829-7260

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

Apply

 

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3601 Kohnen Way
Dublin, CA 94568
Website: Click here
Phone: (925) 875-9376

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