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GreatSchools Rating

Rincon Middle School

Public | 6-8

 
 

Living in Escondido

Situated in a suburban neighborhood. The median home value is $265,000. The average monthly rent for a 2 bedroom apartment is $1,310.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted July 3, 2014

I am a single mom and I have had 3 children attend Rincon middle school. It has its up's and down's like any other school! I believe it should improve more in Bullying and more supportive with teacher's staff and anyone else who is involved in the school. I think teacher's should help children more when children ask question's...children should be able to raise their hands and ask questions and get a response from the teacher's instead of the teacher's thinking that the kids already know the answer! My youngest son will be attending Rincon for the first time, and I want him to feel comfortable to attend this school! Furthermore, if I feel that my son is not getting the help or anything negative happen's to him, I will seek out information with the possibility of a transfer!
—Submitted by a parent


Posted June 6, 2014

really well organized school, perfect staff, polite students, i chose it as a school of choice.
—Submitted by a parent


Posted June 5, 2014

Hi. I haven't been to this school and I won't. Nothing against this school. Sausage. Random review. Double sausage. sounds like a cool school. Triple sausage.


Posted March 30, 2014

My three daughters graduated from Rincon Middle School. The school is staffed by incredible teachers. They go "above and beyond" to ensure that each student receives a quality education. My experience with Rincon also includes numerous visits as a guest teacher. I always receive thorough and professional "sub plans" from teachers at Rincon. Another great facet of Rincon is the annual events for each grade level. Don't let anyone tell you differently; Rincon is a great school!
—Submitted by a parent


Posted July 11, 2013

While many day this school is over crowded, this fact is only true because many students come here from other schools. Schools such as Del Dios are what you would call an "improvement school" which means that their schools have dropped in test scores and have not made any improvement in their education whatsoever. So with this, many students who have been to del Dios have the choice to move to a better school, regardless of their address. Many students from their come to Rincon and that is why it has been called "overcrowded". Btw the algebra program is FANTASTIC and mrs Peterson is one of the best teachers I have EVER had.


Posted November 28, 2011

My husband and I attended this school. In fact it is were we met and eventually got engaged. We had amazing teachers always willing to go above and beyond. Some of them still work here even after 15 years :) We eventually want our children to attend.


Posted August 18, 2009

great school everybody loves it their
—Submitted by a student


Posted September 9, 2008

Rincon Middle School is a great middle school! It's not an overcrowed school and classes are at most 32 kids (except for PE) My Favorite teachers from RMS are Mrs. Schnorr, Mr. Winn, Mrs. Wall (now Mrs. Hanson), Mrs. Weismann, Mr. Smith (now AP), Mr. Riebel, Mrs. Burge and Mrs. Altounian.
—Submitted by a student


Posted February 15, 2008

Rincon is one of the best schools i v ever been to. It holds such fond memories and friendship.My top 5 teachers would be mr.Riebel, mr.Welch, mrs.Burge, mrs.Svensen, and mrs.Rojas. Rincon is the best go bulldogs!
—Submitted by a student


Posted October 31, 2007

Rincon Middle School is such a great school. The prncipal, Mr. Centofranchi is the best. All of the teachers I've had were awesome. Their are some extra activities like sports, garden club and such. Parents are involved a lot like at Parent Lunch days. RMS also has a great disipline system, they use infractions. Overall it's a great school
—Submitted by a student


Posted May 20, 2006

Everyday I wanted to go to school when I began to go to RMS. Although some people say it's overcrowded, I'm a student and should know; it is not overcrowded, matter of fact, there are diverse people to get along with. So, if you do not like a group of people, you can go try to be friends with another. The school I go to now has cliques; RMS doesn't have that. The teachers there are wonderful, especially Mrs. Anderson (6th Grade)! She cares about her students. However, not only is she wonderful, but all of the teachers at the school are phenomenal. I got advanced in all of the categories on the STAR testing. Also, I got straight A's in my time being there. Overall, this school is probably the best school in the entire county if you want to make your child have a smile on their face!
—Submitted by a student


Posted September 7, 2005

Too many students, overcrowded.
—Submitted by a parent


Posted July 16, 2005

i definantly think this school is good. It pays attention to all attributes and offers a great diversity when it comes to 'exploratory' classes. I went to this school and i think it was great and very diverse.
—Submitted by a former student


Posted April 27, 2005

Overall a good school. You can tell the teachers really care about their students. My only challenge with any school is that the responsiblity for total communication is placed on the students. I receive my monthly newsletter from Rincon 3/4 of the way through the month! It is frustrating. We, and I include myself, need to be better communicating in order to help our students. The GATE program is wonderful and they even have meetings to better inform the parents. My son has an IEP. The special ed department is excellent and inclusive. Great job! - Wendy Rose
—Submitted by a parent


Posted March 2, 2005

I am not very impressed with this school at all. Teachers are not the go getters one might hope for in terms of caring and going the extra mile. Ccertainly do not own up to their Mission Statement (found on their website) hat is for sure. Teachers do not respond to parent inquiries and it must be an accepted event because I have the same problem with my son's teachers this year as last.
—Submitted by a parent


Posted May 10, 2004

Overall, I think that Rincon is a good school. The only problem that I can see is that not all teachers have a website for their students. As parents we all care about our childrens education and being able to view our child's progress on a weekly basis is the basis for passing or failing. Being able to see the assignments that have not been turned in or comments on our childrens behavior greatly increases the parents knowledge of what is going on. Lets face it ~ is a child going to show a parent a grade sheet with half the assignments missing? These days a lot of children have parents that are divorced, with a website both parents will know what it going on.
—Submitted by a parent


Posted May 5, 2004

My daughter is enrolled at Rincon Middle School. There should be no blame on the information we receive as a parent. It is the responsibility of the young adult to bring scheduled events, projects, ECT. Back to the parent, Rincon is one of the best schools and cares for their children. As for parents, it is your fault for not speaking to your children. For Rincon the teaching ability continues to grow. Good job!
—Submitted by a parent


Posted February 26, 2004

I must say I'm pleased overall with Rincon's effort. I do agree we must be better informed. I find everything out last minute. However over all the teachers for 6th grade are great and have made my daughter feel comfortable. Now with a district change I may be forced to send my daughter to Del Dios. So I feel the district is taking away my choice as a parent to have my child attend an overall safe school, and also set her back with the education she recieves...so I have to say Rincon, Mrs. Leiber, Mr Winn, Mrs. Campbell and Mr. Grovem, thank you for helping my child greatly and putting a smile on her face.
—Submitted by a parent


Posted October 12, 2003

I believe that Rincon Middle School's teachers are absolutely wonderful. I am thinking of one in particular, Mr.Welch. Often has my daughter come home telling me how much he taught her. She has never done that before, and while she was in his class her grades went up to A's, and B's. All in all, I believe Rincon is a great school, and i'm glad I could participate in its achievements.
—Submitted by a parent


Posted September 30, 2003

My daughter is enrolled at Rincon. I have to be honest. I am not impressed with the school. Last year on 3 different occasions I met with teachers and counselor. They told me not to worry because they give out progress reports before report cards. Three times my daughter came home with failing grades. Her mother and I are divorced. Mom doesn't give any effort. I am 50 miles away. I call every day. On friday I check for homework and study the best I can with her.M y point is this. If the progression is going down then why wasn't I notified? If I was aware I could help. I put blame on the teachers and counselors for not keeping us informed.
—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

791

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

4 / 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

791

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

-6

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)

5 / 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)

4 / 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.

416 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
54%

2011

 
 
47%

2010

 
 
49%
Math

The state average for Math was 55% in 2013.

419 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
38%

2011

 
 
42%

2010

 
 
40%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

448 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
58%

2011

 
 
57%

2010

 
 
56%
Math

The state average for Math was 52% in 2013.

452 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
41%

2011

 
 
42%

2010

 
 
40%
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.

157 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
100%

2011

 
 
96%

2010

 
 
77%
English Language Arts

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

374 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
61%

2011

 
 
60%

2010

 
 
54%
General Mathematics (Grades 6 & 7 Standards)

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

251 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
51%

2011

 
 
44%

2010

 
 
42%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

408 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
61%

2010

 
 
56%
Science

The state average for Science was 67% in 2013.

375 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
61%

2011

 
 
58%

2010

 
 
48%
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 Students55%
Females54%
Males55%
African American55%
Asian72%
Filipino67%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged44%
Non-economically disadvantaged68%
Students with disability39%
Students with no reported disability55%
English learner11%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate32%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)63%
Parent education - college graduate59%
Parent education - graduate school/post graduate93%
Parent education - declined to state57%

Math

All Students41%
Females35%
Males47%
African American43%
Asian83%
Filipino53%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged35%
Non-economically disadvantaged50%
Students with disability28%
Students with no reported disability42%
English learner11%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate24%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)53%
Parent education - college graduate59%
Parent education - graduate school/post graduate53%
Parent education - declined to state42%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students56%
Females62%
Males50%
African American44%
Asian72%
Filipino82%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged48%
Non-economically disadvantaged67%
Students with disability31%
Students with no reported disability57%
English learner13%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate42%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)60%
Parent education - college graduate72%
Parent education - graduate school/post graduate80%
Parent education - declined to state43%

Math

All Students46%
Females47%
Males45%
African American26%
Asian80%
Filipino73%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged38%
Non-economically disadvantaged57%
Students with disability29%
Students with no reported disability47%
English learner11%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate28%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)50%
Parent education - college graduate69%
Parent education - graduate school/post graduate67%
Parent education - declined to state41%
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 Students66%
Females74%
Males59%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged53%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate44%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)69%
Parent education - college graduate68%
Parent education - graduate school/post graduate84%
Parent education - declined to state61%

English Language Arts

All Students57%
Females60%
Males55%
African Americann/a
Asian75%
Filipino77%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged44%
Non-economically disadvantaged71%
Students with disability64%
Students with no reported disability56%
English learner9%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate33%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)60%
Parent education - college graduate82%
Parent education - graduate school/post graduate100%
Parent education - declined to state39%

General Mathematics (Grades 6 & 7 Standards)

All Students25%
Females21%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged21%
Non-economically disadvantaged33%
Students with disability13%
Students with no reported disability29%
English learner11%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduate16%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)33%
Parent education - college graduate34%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)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 Students60%
Females57%
Males63%
African American69%
Asian85%
Filipino85%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged48%
Non-economically disadvantaged74%
Students with disability35%
Students with no reported disability65%
English learner16%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate44%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)67%
Parent education - college graduate78%
Parent education - graduate school/post graduate92%
Parent education - declined to state45%

Science

All Students62%
Females58%
Males65%
African Americann/a
Asian90%
Filipino85%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged51%
Non-economically disadvantaged73%
Students with disability55%
Students with no reported disability62%
English learner19%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate42%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)69%
Parent education - college graduate82%
Parent education - graduate school/post graduate100%
Parent education - declined to state40%
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 64%
White 21%
Asian 4%
Two or more races 4%
Black 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 57%N/AN/A
English language learners 24%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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925 Lehner Avenue
Escondido, CA 92026
Website: Click here
Phone: (760) 432-2491

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