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Teacher quality
Principal leadership
Parent involvement
Yes this school is superb but a word of advise,if you are planning to enroll you child at this school only enroll if your child is entering 5th grade that is your best chance of getting a spot in this school if its any other grade truthfully it is a big waste of your time. I speak form experience,they only had 3 spots available and I would say about 60-70 students were applying for those spots. The school also fails to tell parents that there is very little space,which is something I would have loved to know.
—Submitted by a parent
This school has gone far beyond my expectations. My son started there in 5th grade and just this year moved on to high school. It is in fact the best thing I have ever done for him, as a struggling 4th grader who couldn t read at a 4th grade level to now surpassing in most areas of 8th grade achievement and placing well beyond proficient in the States Standardized testing. He is now well prepared to enter high school and has even claimed that his new high school is a bit too easy, considering all that he learned at KIPP. My daughter is now a 5th grader, and is enthusiastically loving it. I have high hopes for her considering she is gifted and every child in this school is treated like they are gifted. They push to exceed and strive for success. I would recommend this school to everyone. I should also add that we are not a low income and we have to drive 12 miles each way, everyday to take our kids to this school, but it is well worth it and it has paid off for every sacrifice we have made.
—Submitted by a parent
I am a fifth grader at KIPP 10 YEARS OLD and i love it. I know some of my friends at my old school complain about KIPP because of the hours but i think its better to get more in our brains instead of going home at 2:30 and watching T.V..I already get 3s and 4s maybe from all that learning I'll get only A's.It is also good because you don't have to be in the same class the whole day and students don't judge you on what you wear. Every student is treated the same no teacher's pet or anything.The summer school is really helpful to they tell you where you are, where you have to be,and how things are at KIPP.I think this school is awesome because most of the kids who came here is succeeding in life!!!!!!!!
This school is amazing it has helped me be accepted in a great private high school on scholarship. They gave me skills which I use today. My friends at times complain about the homework amount at school but it doesn't seem much to me since I got more at KIPP than what I am now given. I loved going to KIPP and wish that I could go back in time and repeat my 8th grade year. The teachers here are amazing that I can easliy talk to them today when I need help. This school has helped me succed. It is hard when you start out but in the end it is worth it getting the oppourtunites you would never have imagined.
—Submitted by a student
I will recommend this school to everybody. The teacher's as well as the principal are always involved with the student's in work time and fun times. The staff and everybody involve in this school are the best..
—Submitted by a parent
This school is really impressive -- if you look at its test scores, it does as well as mostly wealthy schools in the suburbs. My daughter loves being here and has thrived. To the parent who posted on 10/15 - I am sorry to hear about your son. They are strict, but they make it very clear to students what they expect of them and the discipline only comes when the students break those expectations.
—Submitted by a parent
I had to pull my son out of this school. He is a very docile 5th grader and could not endure the strictness of the teachers. He became sick to the point of vomiting every morning to go to school. I wish there had been some way that the teachers or principal could have reached out to him to help him cope. I can't complain about the academics they are excellent and I have been able to see his growth in all subjects. I was able to sit in and observe all of his classrooms one day and yes the teachers are amazing when it comes to their methods of teaching. Nonetheless, my son was not able to cope with the militaristic style of handling behavioral issues. His chance was shot down.
—Submitted by a parent
I am far beyond pleased with the school, staff and its academic curriculum. My daughter has always been a dedicated student, but she has to really apply herself to understand some subjects. Aside from this she is very timid; this has caused her not to always involve herself to the fullest; this school is so close knit she now feels comfortable enough to partake in many events the school offers. Although the homework load is definitely significantly heavy, she doesn t seem to mind because she truly loves this school and her teachers make the subject matter fun and as hands on as possible. Many parents complain of the homework load because they find they need to assist their child or are unable to stay afloat; however, they fail to understand the benefit that is reaped when they consistently review their subjects. In just the few months that she has been attending
—Submitted by a parent
I am very pleased with this school. My son enjoys it and seems to be growing by leaps and bounds (Academically Speaking). He speaks fondly of his teachers who, I agree, are very personable, approachable and seem energetic. I considered moving my son to another school (Because of the distance) but my son protested! I only have 1 criticism. The school has a rigorous curriculum (I'm fine with that) but sometimes that results in hours of homework... some of which I find Superfluous. As for extra curricular activities... I agree many of them are integrated within the school day. They staff seems to continually search for new ways to motivate the students!
—Submitted by a parent
I'm seriously in love with this school. I disagree with the person that said it does not offer a lot of extracurricular activities. The KIPP difference is that the activities are actually implemented into the actual class time, thereby cutting back on the need for extracurricular. Having said that, my daughter is also participating in the extracurricular Thespian Club. Here school day curriculum includes P.E., Art, Music, Math, Writing, Reading, Science, and Social Studies. Her teachers are available to us after school via cell phone or email, we have a parents website that keeps us informed as we so desire, the Principal is available to all parents via email and cell phone and responsive. My 5th grader is THRIVING here!
—Submitted by a parent
this school is not the best because it does not offfer a lot of extracurricular activities
the academic programs are outstanding.they learn things high school kids are learning.there aren't many extracurricular activities,only music,Spanish,and art.many parents are involved you see them serving lunch,helping in the office, or cleaning up.
—Submitted by a student
This is a wonderful school that provides great opportunities and learning for the children. The teachers care a lot about the students, and it shows. This is 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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 65% |
| Females | 71% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | 13% |
| Students with no reported disability | 72% |
| English learner | 29% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | n/a |
| Students with disability | 87% |
| Students with no reported disability | 97% |
| English learner | 93% |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 93% |
| Parent education - high school graduate | 96% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 92% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | n/a |
| Students with disability | 73% |
| Students with no reported disability | 94% |
| English learner | 83% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 79% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 50% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 72% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 62% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 78% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | n/a |
| Students with disability | 50% |
| Students with no reported disability | 85% |
| English learner | 44% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 85% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | n/a |
| Students with disability | 75% |
| Students with no reported disability | 90% |
| English learner | 78% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 94% |
| Females | 91% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 92% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 92% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 93% | 49% | ||
| Asian | 4% | 8% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% | ||
| White | 0% | 28% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 37% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 96% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Cantonese | 7% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 41% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4545 Dozier Avenue
Los Angeles,
CA 90022
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Phone: (323) 264-7737
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
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