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GreatSchools Rating

Rodeo Hills Elementary School

Public | K-5 | 739 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

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18 reviews of this school


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Posted September 20, 2013

My son is a 2nd grader here & has loved school since kindergarten.The principal is unbelievably terrific.Responsive & understanding as well as truly caring, he clearly loves his job & kids as well.He dresses up for Halloween & will actually sub for the before/after daycare located on the school grounds.He is serious when called for though.Did I mention he is only about 35? The teachers my son's had are great.There is so much emphasis on test scores these days but the teachers try & enrich kids minds & spirits, not just forcefeed them info for tests.Walking trips to the beach & library, raising silkworms in class.My complaints are few & would involve lack of funds & the consequences.Kids go to the beautiful school library only once a month because there is not enough money for a full time librarian, for example.There is an element of "rough" kids as another reviewer mentioned but I go on every school trip & all the kids know me & I know them. A lot of these kids respond well to a little attention & so it comes back to parental involvement,not just with your kid but with the school community.Many fun school functions:science night, math night,talent show.I am happy my son is here.
—Submitted by a parent


Posted August 30, 2012

I really like RHE. My children have been attending for the last 5 years. It has a strong teaching staff (we have had really great teachers each yr.) and a very nice principle. The new principle (current for the last 2 yrs) has been very attentive to all my concerns and needs. As to the student population: I like the diversity of the student body. This diversity is teaching my children really essential social skills. I feel it's important for my children to be in a diverse population that reflects the world around us. Thank you for reading my review.
—Submitted by a parent


Posted June 7, 2012

First off, the principal is wonderful and so are some of the teachers. If you are a parent who is actively involved in your child's education (as you should be), you will find that most of the RHES teachers will support and work with you to ensure your child is on the right educational path. The free After School Program is also convenient and the teachers who run it really care about the students. However, the absolute worse thing about this school are the students. I would say about 40% live in public housing and are just not decent kids. I know that it is not their fault that they are being brought up in unsavory environments, but unfortunately they run the school and their influence is very present. My daughter has attended this school for the last 4 years and I wish I had pulled her out years ago. Thankfully, she is out of this school and now, as well as the district. It is a constant struggle between good and evil. I teach and expose my daughter to goodness, but she has oftentimes been easily influenced to act out of character by succumbing to peer pressure. If you have no choice other than sending your child here, please beware!
—Submitted by a parent


Posted September 21, 2011

The current principal has been here for the past 2 years and gives %150 to the school. He sometimes rushes with parents, but always listens with a whole heart and looks into every issue. Most of the grade levels have super strict teachers and super relaxed teachers. It's hard to find a teacher in the middle, but they're all seemingly decent teachers. With the budget cuts, they're having a very hard time in the SDC department, as the parent below me somewhat noted. They need to separate the SDC from the ED, but there doesn't seem to be enough teaching staff to do that. There are a lot of comments about parent involvement, but the state now requires school districts to run costly background checks if you want to volunteer for anything more than a field trip. Having been at two other schools since kindergarten, I can say that RHES has the most parent volunteers I've ever seen at any school. I see a lot of praise for the after school program, but my experience with it is subpar. It's glorified free babysitting. I've seen the children yelled at more than anything. The "tutoring" is just making the kids sit and do homework. The program really needs an overhaul and better staff running it
—Submitted by a parent


Posted September 9, 2010

The school may be great, which I am still not confident about, but the special need services are poor. Do not move here or come here if you have a child that requires any special education accomadations. The staff is below avarage, the support staff is incompetent, and the district level adminstration is duplicitous, conniving, and worst off places the needs of the district above the needs of the child. Our experience has been a horror story and no family should be made to go through what we went through with them. I would highly recommend doing whatever it takes to get into a different district if at all possible.
—Submitted by a parent


Posted October 9, 2008

Great school ... head and shoulders over the one the kids went to in our last location. Band, after-school program, library, reading program, math ... excellent.
—Submitted by a parent


Posted September 11, 2008

I am so happy with this school. The after school program is AMAZING and the teachers and staff are all wonderful, willing to work with you and caring. I could not be happier with Rodeo Hills. I fell blesses my child goes to such a caring school.
—Submitted by a parent


Posted September 4, 2008

Wonderful teachers, fabulous free After School Program offering many enriching activities, and safe environment! We've been very satisfied with this school! Ms. Langille was my daughter's Kindergarten teacher and she set my daughter on the road to success! My daughter loves school. Be as involved as you can in your child's education and watch them blossom.
—Submitted by a parent


Posted September 4, 2008

This school has been great since the rebuild. Great principal leadership, wonderful teacers, and all around nice people and community. More Parent involvement would be my only request.
—Submitted by a parent


Posted August 19, 2008

I totally agree with the parent that stated the primary issue is with bullying on the playground. I feel there either needs to be more supervision on the playground or stronger punishments for the bullies. Other than that I absolutely love this school.
—Submitted by a parent


Posted May 23, 2008

The school is good overall, but I have concerns. Some kids have poor values and it s disturbing to hear some of the things my child comes home to tell me that she heard. I ve had conversations with my 1st grader I never anticipated would come this early. There s a good curriculum and the after school program is wonderful. However, I don't believe that the principal is supportive to parents who have legitimate concerns about teachers. She seems to have a bias when you express a concern. I feel as if she downplays the situation to make you feel that you are overreacting, instead of getting the bigger picture. Supportive parents are the exception and in my opinion the principal doesn t welcome feedback. The one time that I expressed concern about something to her, I felt as though I was being reprimanded, which is absolutely unacceptable.
—Submitted by a parent


Posted September 24, 2007

Rodeo Hills is a wonderful school with great teachers and staff. The teachers are top-notch and do everything they can to help every student at all levels. I am always impressed with their commitment and dedication. The parents that are involved make it a better place. I would like more extracurricular activities, but the after school program is offering more programs to address that need. Rodeo Hills is great and will get even better in time.
—Submitted by a parent


Posted September 27, 2006

Excellent teachers, beautiful school, great administration. Yes, there is a lack of parent involvement... The PTA is very active, considering that of the 727 kids in the school there are regularly 4 or 5 parents who are involved in the PTA. It's not a lack of motivation. Just a lack of helping hands!
—Submitted by a parent


Posted September 19, 2006

This is a great school with great teachers who give 150%. The single most important issue I see there is the lack of parent involvement. It is always the same parents volunteering for fieldtrips, parties and extra class help.
—Submitted by a parent


Posted September 13, 2006

I would give Rodeo Hills a satisfactory rating. The thing that really concerns me is the low parent involvement. The PTA doesn't seem that strong - they don't seem too motivated. However, I do like the teacher quality and the diverse culture.
—Submitted by a parent


Posted August 23, 2006

This school has far more going for it than meets the eye! It's amazingly diverse, and the teachers work very hard to help their diverse student body. The new school is physically beautiful, the nicest elementary school I have ever seen. The school is SAFE - I feel like my daughter is in good hands. The academics are decent - I would like to see her pushed more, but I understand that the teachers have a whole class to teach, not just my daughter. It would be great if there were more whistles and bells, but overall I feel this is a good school that is very much on the upswing.
—Submitted by a parent


Posted June 6, 2006

My daughter goes to this 2-year old school and I would give it a fair rating. There are positives and negatives. Family nights, after school programs, and excellent teachers are positives, but there are some issues with bullying and playground behavior, and parent involvement is very low.
—Submitted by a parent


Posted January 12, 2006

My son started kindergarten in 2005, and so far, we love Rodeo Hills. His teacher, Mrs. Lisa McHugh has been great. My son today told me how much he loves school. There is homework through the week, but it's not overbearing. Mrs. McHugh also holds weekly reading groups which help the children enhance their reading skills together. We've already had one field trip to Children's Fairyland, and two more are scheduled to other fun places. The children visit the library once a week and get to bring home a book for a week. Overall, I am very satisfied with Rodeo Hills so far.
—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

756

Change from
2012 to 2013

+23

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

1 / 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 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

756

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

+23

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

2 / 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)

1 / 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.

125 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
43%

2011

 
 
35%

2010

 
 
43%
Math

The state average for Math was 65% in 2013.

125 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
63%

2011

 
 
43%

2010

 
 
57%
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.

109 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
22%

2011

 
 
30%

2010

 
 
31%
Math

The state average for Math was 66% in 2013.

110 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
43%

2011

 
 
56%

2010

 
 
52%
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.

108 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
56%

2011

 
 
50%

2010

 
 
45%
Math

The state average for Math was 72% in 2013.

110 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
63%

2011

 
 
62%

2010

 
 
54%
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.

118 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
51%

2011

 
 
51%

2010

 
 
57%
Math

The state average for Math was 65% in 2013.

121 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
49%

2011

 
 
73%

2010

 
 
55%
Science

The state average for Science was 57% in 2013.

120 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
55%

2011

 
 
55%

2010

 
 
60%
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 Students45%
Females47%
Males43%
African American33%
Asian50%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged37%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability46%
English learner42%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)38%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females61%
Males56%
African American44%
Asian67%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged52%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability61%
English learner52%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)61%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
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 Students33%
Females35%
Males31%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged22%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability34%
English learner26%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)29%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females50%
Males53%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged42%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability52%
English learner63%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)46%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
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 Students38%
Females43%
Males33%
African American29%
Asian62%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged31%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability40%
English learner24%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)35%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females61%
Males54%
African American42%
Asian77%
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)73%
Economically disadvantaged51%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability61%
English learner56%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)53%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
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 Students47%
Females54%
Males39%
African American24%
Asian72%
Filipino58%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged33%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability47%
English learner25%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate36%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)38%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females67%
Males52%
African American53%
Asian83%
Filipino67%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged45%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability60%
English learner33%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate36%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)50%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students58%
Females56%
Males59%
African American24%
Asian83%
Filipino67%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged41%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability56%
English learner29%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate36%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)50%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 33% 51%
Black 22% 7%
Asian 18% 11%
White 16% 27%
Two or more races 10% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 56%N/A54%
Source: NCES, 2010-2011

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

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

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School basics

School Leader's name
  • Steven Trotter
Fax number
  • (510) 799-5230

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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545 Garretson Street
Rodeo, CA 94572
Website: Click here
Phone: (510) 799-4431

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