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GreatSchools Rating

John H. Eader Elementary School

Public | K-5 | 638 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted September 4, 2013

The Eader community makes all the difference! Many parents attended here when they were kids and so they're invested in the school. Great families, great teachers- we've had 4 kids here and loved our experience. Go Eagles!
—Submitted by a parent


Posted September 3, 2013

This will be my second year at Eader I truly love this school from the amazing teachers and staff to the great parent volunteers. Keep up the great work!
—Submitted by a parent


Posted August 30, 2013

Eader Eagles continue to Soar. This school has a supportive educational community. Within a years' time it increased their API to 932. The Leadership and attitude of the principal & staff are caring but firm. They incorporate innovation with a positive & nurturing style which is part of their success. The teachers are highly skilled and passionate about their instruction. The PTA welcomes all parents and encourages all levels of participation in school activities. Without the additional financial support from parents they wouldn't have the computers in the classrooms, educational assemblies, Music & Art Masters. All of which are paid for with PTA funds. We are fortunate to have such a hands-on Principal. She is very involved with staff, parents & students and her open-door policy makes her so very approachable for ALL who need her. Eader has made some necessary improvements to the exterior of the school with the safety of the students in mind. Their is always room for improvement whether its curriculum, more parent involvement or the aesthetics of the school. It is definitely on the Upswing for me and exceeding-which is a very good thing for my child's educational experience.
—Submitted by a parent


Posted April 21, 2011

I went to Eader starting from the 5th grade. They were very welcoming and seemed like a nice environment, until you actually attend it. My 5th grade teacher was very lazy and he seemed to lack the enthusiasm that other teachers had in other schools. I also despise my old math teacher because she would go very slow, and closer to the end she sped up so things were very hard to understand. When we got to the big test, I failed it so I went to basic math instead of advanced. They had too long of recess time, and there were too many assemblies. If I had the ability to either go to prison or Eader, it would be prison.


Posted April 4, 2011

Every school has students line up before class so I don't see why this is an issue. Teachers are busy doing final prep for the start of the day, it has absolutely nothing to do with "teachers not wanting to be with their students" and as another parent stated that is a ignorant comment! As for the Friday Assemblies, recognition for students is a good thing however, the principal needs to take better control of students not talking during this time, perhaps the music teacher should do it as she seems to be much better at getting everyone to pay attention.
—Submitted by a parent


Posted March 29, 2011

In regards to a previous comment-- I will state that we have asked for soft openings for every class level but the idea of trusting students to get to class once they are dropped off is always questioned by parents. As far as the Friday assembly........ This has been a school tradition since the school has been opened and is something that many Alumni love. We as teachers love to take time to celebrate our students accomplishments and students love to be appreciated in front of their peers and families (it doesn't happen often anymore), however it would run much more smoothly and quickly if the parents in the back would stop talking and even get the students to the line before the bell rings. Teachers not wanting to spend time with their students is a hurtful and ignorant comment.


Posted January 27, 2011

The parental involvement and support at Eader is outstanding! I'm amazed that all 3rd through 5th grade students have the opportunity to learn to play keyboard during music class! Whether handling bullying problems or ensuring my child received an appropriate IEP, I was pleased with the principal's response to my child's needs or concerns. I love the academically challenging environment and their teachers' commitment to their success. I would prefer, however, that the students line up in front of their classes to help the parents to get to know each other at the start of the year.
—Submitted by a parent


Posted November 9, 2010

Our daughter moved to this district from out of state and is in 1st grade. So far we have really enjoyed her teacher and the rest of the staff. She is enjoying it as well. I do have to agree with the wasted time in the morning and Friday assembly. Overall though we are very happy with this school!
—Submitted by a parent


Posted September 10, 2010

Have encountered nothing but good teachers here and there is very good parent participation overall. What is wrong with this school is the amount of educational time wasted every morning with the kids having to line up on the blacktop instead of be in their classes when the bell rings (loss of 10-15 min each day). Add to that a WEEKLY Friday morning assembly which eats up another 1/2 hr. and that adds up to alot of wasted educational hours over the year. Parents have complained about this for years, even petitioned to get it changed, but apparently the staff wants as little time as possible with the kids first thing in the morning.
—Submitted by a parent


Posted April 14, 2010

This school has budget problems due to the state, but still has enough motivation to have found an outside PE program, an computer lab, a music program. They have a good attitude.
—Submitted by a parent


Posted June 16, 2007

My children have had wonderful, caring, committed teachers all four years they have been going to this school. The school environment is warm and friendly and conducive to learning. There are many wonderful programs such as the computer program that aligns with the grade level Math, and Music which includes learning the keyboard. The school adheres to the state's mandatory teaching hours requirement, and early Thursday schedule is something that most school district do, and this does not take away from the required teaching time. Friday assemblies, although sometimes long, help build a feeling of community at the school.
—Submitted by a parent


Posted April 14, 2006

Had such high hopes for Eader. A distinquished school 1990 but it's living on its past reputation. Many of the good teachers are long gone. Our child got a dud. Another teacher is busy pushing her own personal agenda or enthusiasm for a football team, too bad she doesn't have that same enthusiasm for teaching children. Just look at the empty parking lot at 2:55. My child did enjoy her time with the music teacher. My child missed a lot of instructional minutes including 30 minutes each Friday for a flag assembly added up over the couse of a year is plenty in addition to the early Thursday. Maybe this is why many of the learning standards are not met. I was told we no longer fund raise, parents just write checks don't be fooled they do both. I wish Eader would get it together. We'll hope for better next year!
—Submitted by a parent


Posted January 23, 2006

Very High level of parent involvement, great music program, Great teachers, not alot of extra curricular activities though.
—Submitted by a parent


Posted February 19, 2005

Excellent programs for Special Ed and/or GATE. Average to below average for the general population. Some excellent teachers, mostly the more experienced ones. Younger group of teachers seem to lack committment. Standard that all kids are released on Thursdays 1 hour early for teachers to 'plan'. Adds up to 36 hours per teacher per year. Odd in times when parents are raising funds to decrease class size-seems like tax payers are already paying for more teacher time with kids but not getting it. Also lots of recess time-seems teachers want to get rid of the kids as much as possible. Also don't look for anyone after the bell rings for extra help or anything...most teachers are out of there! Also, lots of special privileges for kids of parents that are well connected, i.e. PTA, classroom volunteers-basically get their pick of teachers. Did finally start PTA mtgs in the PM this year.
—Submitted by a parent


Posted April 19, 2004

Eader school has the most potential of any school in Huntington Beach to be the best of the best. Principal Ann Chavez is a true leader with vision and the strength to fulfill the dreams of the kids and parents alike. If only every staff member was as positive as Ms. Chavez we'd be right on track. The challenge at Eader is to get each staff member on the same page as the principal to help and assist her vision of what the school could be. Parents and students alike find Eader to be overall very warm, and conducive to learning. Many things must happen to encourage more growth, starting with more technology training and after school programs. Count on Eader being the most coveted school in the years to come.
—Submitted by a parent


Posted December 12, 2003

I was the first kindergarten class that started in this school and now my son is going here. This school has always endured because of parent participation. Its current principal has been the best since Don Pate.
—Submitted by a former student


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

932

Change from
2012 to 2013

+13

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 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.
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 met all student subgroup API targets for 2013

This school's
API score

932

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

+13

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)

9 / 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)

8 / 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.

134 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
74%

2011

 
 
68%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

134 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
83%

2011

 
 
81%

2010

 
 
87%
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.

90 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
72%

2011

 
 
72%

2010

 
 
61%
Math

The state average for Math was 66% in 2013.

91 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
84%

2011

 
 
88%

2010

 
 
71%
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.

99 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%

2011

 
 
90%

2010

 
 
89%
Math

The state average for Math was 72% in 2013.

99 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
90%

2010

 
 
87%
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.

79 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%

2011

 
 
82%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

78 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
80%

2011

 
 
78%

2010

 
 
75%
Science

The state average for Science was 57% in 2013.

77 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
78%

2010

 
 
79%
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 Students77%
Females81%
Males71%
African Americann/a
Asiann/a
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)80%
Economically disadvantaged71%
Not economically disadvantaged78%
Students with disability46%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only77%
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)69%
Parent education - college graduate76%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students90%
Females93%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged82%
Not economically disadvantaged91%
Students with disability62%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only90%
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)83%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
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 Students74%
Females77%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
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)61%
Parent education - college graduate76%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students89%
Females89%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only91%
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)84%
Parent education - college graduate88%
Parent education - graduate school/post graduate97%
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 Students91%
Females91%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged77%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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)80%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students89%
Females84%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged83%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
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)85%
Parent education - college graduate89%
Parent education - graduate school/post graduate91%
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 Students90%
Females90%
Males90%
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)90%
Economically disadvantaged75%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
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)86%
Parent education - college graduate90%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students94%
Females95%
Males92%
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)93%
Economically disadvantaged93%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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)86%
Parent education - college graduate93%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Science

All Students94%
Females92%
Males95%
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)93%
Economically disadvantaged93%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
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)85%
Parent education - college graduate93%
Parent education - graduate school/post graduate97%
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
White 72%
Hispanic 14%
Two or more races 7%
Asian 5%
American Indian/Alaska Native 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 15%N/AN/A
English language learners 3%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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Special education / special needs

Specialized programs for specific types of special education students
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
School leaders can update this information here.

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School basics

School start time
  • 8:40 a.m.
School end time
  • 3:01 p.m.
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Debbi Randall
Fax number
  • (714) 378-3601

Programs

Specialized programs for specific types of special education students
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Resources

School facilities
  • Computer lab
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
School leaders can update this information here.

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9291 Banning Avenue
Huntington Beach, CA 92646
Website: Click here
Phone: (714) 962-2451

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