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GreatSchools Rating

Ranchito Avenue Elementary School

Public | K-5 | 585 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted Friday, May 17, 2013

My school is wonderful, due to the attention, patience and personal care my Pre-K teacher-Mrs. Acevedo gives to my son and his classmates. We also have a mandatory parent meeting at least once a month and each time she personally connects with us reminding us we are all human beings and have a lot of issues going on in our lives including her and reminds us how to stay in focus with our children and their feelings as well as their education. Couldn't have asked for someone better to start off my son's educational beginnings.
—Submitted by a parent


Posted May 1, 2013

What I like about our school is the family atmosphere. Everyone here is very helpful, friendly and seem to care about one another in a respectful way. Though we are a small campus, everyone here from volunteers to staff knows what to do to work together for a common goal, which is to support the students education. I am so happy to have found this school when we moved out here in the valley two years ago. I enjoy helping out the most I could and I know that when my children culminates from here, I will miss the school community very much.
—Submitted by a parent


Posted December 26, 2012

I have nothing to say but the great changes the school made for the Parent Center has finally improved. Not only am I getting timely information and updates with what is going on, but also the courtesy that the new Parent Center is giving to all the new and old parent volunteers. Ms. Padilla has been doing a phenomenal job taking over the center and creating a well balance learning environment. She is my unsung hero because she gives her time willingly and unselfishly. Parents are more than happy to help with whatever she and the school needs because of her sense of leadership and concern for others. We would not have this center running the way it is without her help. Like what Board member Mrs.Martinez said at the Grand Opening, if it wasn't for Ms. Padilla's initiative to make great changes for the Center, we would not have this celebration of a new and improved Parent center. So in behalf of the parents, THANK YOU MS. PADILLA for all that you do for the parents and our school!
—Submitted by a parent


Posted August 16, 2012

I am so happy to found a school where my two sons enjoy immensely! The staff are all so friendly and supportive to our needs. I also enjoyed being part of the Parent center event in particular their Olympics and Teacher Appreciation week. I was blown away by the hard work parents put in to appreciate the teachers which they so well deserved. Ms. Padilla is such a joy to work with during the event. She is so creative and helpful! The Principal and faculty has shown great support to all the parents here and I am happy with what Ranchito has to offer. Thank you everyone!
—Submitted by a parent


Posted February 24, 2011

Hello. My name is Zeke Zendejas and I am the Store Director of the Food4Less in Panorama City. I would like to tell all teachers and parents of this great school about our Community Rewards program. This program is designed to give back to the non-profit organizations in the community. It can help your school raise hundreds of dollars quarterly. Please visit Food4Less.com and go to Community Rewards for all the details. Feel free to call me @ (818) 830-7085 or stop by the store for more details.


Posted December 10, 2010

I attended Ranchito in the 60's and have nothing but positive memories. My class remains close even after more than 40-years! Several of the teachers I had were among the best I had in my 20-year academic career.


Posted March 24, 2010

This is my first year here at Ranchito and I must say that the staff and Principal are all wonderful! They all made me and my child feel very safe and welcome . I would also like to give my sincere thanks to Ms. Padilla who I think is the most wonderful person I know. She is very sweet, helpful and very supportive when I needed her help. She makes the Parent Center a welcome place to every parent I know. Thank you Ranchito staff for your support and guidance.
—Submitted by a parent


Posted January 5, 2010

My daughter started at Ranchito in 2008 when she attended the Pre-K program. I do need to thank Ranchito Elementary's principal, teachers and parents for providing the guidence, care and high performance to their students. Thank you!
—Submitted by a parent


Posted January 4, 2010

This is my first year working at Ranchito and I absolutely love it! There is a real sense of caring for the students as well as the staff. Thank you to Ranchito for making me feel so welcome!
—Submitted by a teacher


Posted October 6, 2009

I have to disagree with the point of view of other parents. I think the parent center is a great resources and that the personnel that supports it is great. You have to realize that she can only dedicated a certain amount of time. She can't always get to everything. She is a great person and is very helpful. If it was not for her we would not have a parent center. Be greatful and instead of critizing ask if she needs any help because she can be overwhelm.
—Submitted by a parent


Posted June 6, 2009

I was reading a review. I too have concerns about the way parents from other cultures are treated. Not by the school, but by the parent who suppose to support us. I was upset that when i ask for help, she does not give her time to help. She always say she will get back to me and never does. She always look mad and at a workshop she spoke to us parents in a rude way. I do not think she should be in school if she does not act professional or is helping parents.What is her job if not to help us?
—Submitted by a parent


Posted May 21, 2009

I think Ranchito and the staff are great. My concern is with the Parent Center. I have been hearing that when we have a center there will be more workshops and opportunities for parents to be involved with school. Well, myself and other parents think that the Center Director should be true to their word and start doing something for the parents and what they need.The very few workshops we have heard about were not even worth the time according to parents. We hardly see her around school interacting with other parents but isn't that her job? An where is the translation for Spanish speaking parents? Some do not feel welcome at all, and what is the purpose of having a center if we can't use it?
—Submitted by a parent


Posted December 16, 2008

This is my first time to visit this site. I am happy that there is a place where parents can actually view more about the school and its community. I am shock however that a parent would call these parent volunteers 'Free Workers'. Shame on her/him. Does she not see how caring these parents are to just take time off their schedule whether home or work, just to show support not only to the school but their child as well. These parents are definitely deserve to be complimented and not insulted. I like ranchito and it's community. I like what the school has to offer and give my child. The Principal and staff are supportive and the parents are just fabulous! Kudos to Ranchito and it's parents!
—Submitted by a parent


Posted June 24, 2008

The school has great teachers, yard supervision, and aide's but what a horrible principal!!! I am one of the many who has problems with him. He is not so much concerned with providing a good learning and healthy environment for the children and his faculty as he is staying out of trouble with the district (complaints about him from his employees) and keeping a good rapport with the parents so they keep volunteering because they're FREE workers.
—Submitted by a parent


Posted February 25, 2008

I'm not sure if it's the school necessarily, or just a wonderful teacher that we were lucky enough to have educating our son. He is in a Special Day Class due to behavior problems, and his 4th and 5th grade teacher (same both years) has made amazing progress with and for him. Our son has prospered and done better than ever before. With regard to the Administrative side of the school, we have noticed some nice changes since the new principal arrived this year.
—Submitted by a parent


Posted June 6, 2007

I love what they have done for the kids, especially my daughter.
—Submitted by a parent


Posted October 31, 2005

I feel that the principal should have a parent rating of their child's teacher after every school year. This way the pricipal could see how the relationship between teacher and parent has been going for the school year. Then maybe she can learn that there maybe a considerable amount of parents who has issues with their child's teacher (or not) and could talk with both teacher/parent. It seems that everytime I wanted to see the principal or make an appointment, there is a conflict of schedules. As far as the teacher is concern, I could never get any time with her. Parent rating on teachers should be imperative when it comes to their child's education.
—Submitted by a parent


Posted August 27, 2005

I am a veteran parent of Ranchito Elementary School. I had children who attended this school since 1990 and still do up to this date. I praise very much the outstanding support of the teachers and staff. Ranchito has flourished so much and of course part of it is due to the parent volunteers who took time out to help the school community. I am positive that this school will continue its excellent service to the children and that the opportunities offered to them will continue to be gratifying. Thank you teachers, staff and parents for making our children's future at Ranchito Elem. 'Rewarding!'
—Submitted by Alma Padilla, a parent


Posted June 23, 2005

Overall this is a great school with involved teachers and a great commnunity of kids. Although, there seems to be a high turnover for teacher for some reaon. The parents are involved, but not as much as I have experienced at other schools. Access to art, music and technology is readily available.
—Submitted by a teacher


Posted November 3, 2004

We are actively involved in the school because of our 5 year old attending kindergarten. The school has just announced that it is going from a half day for the kndergarten to a full day kindergarten. I am unsure if the teachers and the school are fully prepared for this change.
—Submitted by Dennis Kilbourn, 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 2012.

This school's
API score

809

Change from
2011 to 2012

+1

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

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 did not meet all student subgroup API targets for 2012

This school's
API score

809

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
2011 to 2012

+1

Change from 2011 to 2012
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
(2011)

5 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

102 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
49%

2010

 
 
45%

2009

 
 
58%
Math

The state average for Math was 64% in 2012.

102 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
58%

2010

 
 
56%

2009

 
 
70%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

70 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
38%

2010

 
 
42%

2009

 
 
25%
Math

The state average for Math was 69% in 2012.

72 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
76%

2010

 
 
69%

2009

 
 
54%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

70 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
65%

2010

 
 
54%

2009

 
 
57%
Math

The state average for Math was 71% in 2012.

73 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
87%

2010

 
 
71%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

66 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
47%

2010

 
 
54%

2009

 
 
37%
Math

The state average for Math was 65% in 2012.

68 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
67%

2010

 
 
72%

2009

 
 
50%
Science

The state average for Science was 60% in 2012.

67 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
44%

2010

 
 
43%

2009

 
 
36%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students57%
Females70%
Males47%
African Americann/a
Asiann/a
Filipino67%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability60%
English learner39%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate41%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)63%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Math

All Students53%
Females53%
Males53%
African Americann/a
Asiann/a
Filipino58%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability55%
English learner39%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate47%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)74%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students49%
Females54%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learner17%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate38%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females62%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability72%
English learner59%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate68%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

English Language Arts

All Students53%
Females47%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learner27%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate41%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students64%
Females59%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learner52%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate58%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

English Language Arts

All Students60%
Females58%
Males62%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate43%
Parent education - high school graduate67%
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

Math

All Students74%
Females80%
Males70%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability73%
English learner55%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate65%
Parent education - high school graduate68%
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

Science

All Students58%
Females48%
Males64%
African Americann/a
Asiann/a
Filipino91%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate43%
Parent education - high school graduate57%
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
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 73% 49%
Filipino 12% 3%
White 9% 28%
African American 3% 7%
Asian 2% 8%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 146%N/A24%
Students eligible for free or reduced-price lunch program 289%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 88% 85%
Armenian 7% 1%
Filipino (Pilipino or Tagalog) 2% 1%
Thai 2% 0%
Ilocano 1% 0%
Japanese 0% 0%
Vietnamese 0% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Alan O'Hara
Special schedule
  • Year-round
Fax number
  • (818) 988-4238
School leaders can update this information here.
Notice an inaccuracy? Let us know!

7940 Ranchito Avenue
Panorama City, CA 91402
Phone: (818) 988-1710

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