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GreatSchools Rating

Washington Manor Middle School

Public | 6-8

 
 

Living in San Leandro

Situated in an urban neighborhood. The median home value is $308,000. The average monthly rent for a 2 bedroom apartment is $1,730.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted September 16, 2013

ThE BEST SCHOOL EVER!!!!!!!!! The teachers are very supportive and always willing to help. There are also many extra curricular activities so the student can always be occupied. If you ever need a problem the teachers are always willing to help. I am a former student and I can honestly say that this is the best middle school and it really does prepare you for high school....I LOVE WMMS!!!!!!!!!!!!!!!!!!!!!


Posted September 11, 2013

WMMS is a great school.All the teachers are very nice and awesome.I wanted to give this school a 5.But based on what happened so far,it's only a 4 for now.I am a new 6th grade.I really care about school.So one day,I went to 3rd period as usual.I went into the classroom with my friend a little bit late,so we couldn't get the seats we wanted.I had to sit next to this boy who looked kind of nice.Well,he wasn't.He wanted to see my pencil and eraser so I let him.But then a few seconds later,he broke my pencil!My eraser was not looking good either.I think that kids like this does not belong at this school.I hope this school year can get better,cause so far,it's just a-okay!


Posted September 5, 2012

Our school API score dropped again in 2011. It is dropping every year in the past few years. I am not sure that our school management and teachers are capable of doing their job. Our kids' writing skills are almost the same as they are in fifth grade. Last year eight graders are required to write only one or two essays in the whole year. There are so many grammar errors in my kid's essay which are not even corrected by teachers. We suggested that teacher should have given more essays to students but haven't gotten any response from schools or teachers. Unlike the management in this school,Arroyo Nearby High Principal required teachers to reply parent's questions within 24 hours. Arroyo high Principal evaluates teacher's performance based on student performance and parent feedback. For an example, he didn't mind to roll his sleeve and get down his knee to setup meeting chairs for parents without tie and suit. Now API score at Arroyo High is getting better every year. I hope our principal in this middle school get the job done instead of wearing nice tie and suit. In addition, Don't let students feel hostile from teachers. Teachers are educators not law enforcers.
—Submitted by a parent


Posted March 27, 2012

In addition to the parent review posted on January 21, 2012 I would like to bring attention to parents that our children are 'in the hands' of teachers who are being paid to provide the best education our children so deserve. Are you involved in quesitoning your child on their views of the performance of education they receive from each of their teachers? Are you aware that aside from student bullying, your child might be subjected to "teacher bullying"....... please continue to spend time with your child and talk about their daily activities in school. The fun part of parenting is seeing our child be a successful and well educated adult.
—Submitted by a parent


Posted January 21, 2012

It has fewer selective classes year after year since 2010. Good students don't have much opportunity to learn new things. School management and teachers give more resources to poor grade students who don't even care about studies than those students who like academic achievement. Our kids don't feel that teachers care about their academic interest. It may be the reason why this school AP score dropped significantly last year.
—Submitted by a parent


Posted March 15, 2011

Reading some of these reviews brought TEARS OF FEAR to my eyes. DEAR PARENTS: Do you take at least 15 min. a day to show any interest in your childs daily activities in school? Have a REAL conversation with them on what they've learned today. Give them positive feedback on the subject. You might be surprised to find out that your taking a walk down memory lane with your child. They might educate you on something new in today's world. At least 15 minutes a day will be a wonderful start for you to be proud of that little one you brought into the world by helping to give them the gift of education. After all, we do want them to become successful so they're out on their own and not depending on us at the age of 25 do you? And who knows, they might not want us to live with them when we're older, but they might be able to help make our senior years a little more comfortable. No matter what age they are, don't lose the bond a child and parent should have. Please don't deny your child their right to an education they so deserve. Get involved to help them become successful. They want you to. If you don't care, they don't care. Parenting can be a fun 'job'. What is 15 minutes a day?
—Submitted by a parent


Posted May 30, 2010

I love this school although it is a bit noisy. Their teachers are strict but nice, and gives us a lot of homework to do. My grades are getting higher and I'm proud of them!


Posted November 4, 2009

This is my first year here, and also my last. The classes are over the top noisy. I sit in the front of the class in every class and still can't hear! My teachers hold everyone, including me, back after school because of how they act. They talk about things they shouldn't be saying. Teachers don't even catch the bad things that's going on in the school. They catch very little of it. A sub was in our class the other day, total crazy! We were watching a movie, I couldn't even hear it! Kids were throwing out the cell phones, throwing air planes. Gosh. Aren't we supposed to be learning at school? Not goofing around!
—Submitted by a student


Posted October 25, 2009

WMMS is by far the best school there is, there are afterschool programs, a lot of them. Some for sports, art, and music. They even have one for if you need a little help with your homework. It's a fun place, you don't get overloaded with homework, and the teachers there are overall great. I would recommend anyone to go there
—Submitted by a student


Posted October 14, 2009

The teachers there are very helpful. They try there hardest. But the students are very loud in class, I can't even get work done. They don't give out enough homework and the kids talk about dealing drugs and innopropiate things like that. This is why I am transfering out to another school with a better community
—Submitted by a student


Posted May 14, 2009

i think this school is good just not great because students aren't good but the teachers are.
—Submitted by a student


Posted April 13, 2009

My child goes to Washington Manor. Now he is in eight grade. His math teacher Ms. Cardakli is awesome. Whenever I had problems regarding my son's education she came up with great solutions. Thank you Ms. C. You are a great teacher.
—Submitted by a parent


Posted February 15, 2009

I have gone to washington manor for about 3 years. I have been harrased and made fun of. I do not want any child to go through what I did. I would come home in tears almost like everyday. Most of the kids have access to drugs and distribute them around to other children. This school is not safe and I worry about the sixth graders. I don't want them to turn out like the current eighth graders... ): Keep our schools safe!
—Submitted by a student


Posted February 8, 2009

Good 7th grade teachers but it is not safe at all and that is what i worry about
—Submitted by a parent


Posted July 21, 2008

Good teachers, but did not provide a safe environment. When brought to admin. attention, did not receive any support and problems never resolved.
—Submitted by a parent


Posted April 27, 2006

Washington Manor is a great community and I enjoy working there.
—Submitted by a teacher


Posted March 29, 2006

I think the teachers at WMMS are great! I know that they are working extremely hard and enduring a lot of change right now. I wish I could be more supportive of that process so that it might ease the work for them a little. My child seems happy, although she complains about a lot of homework.
—Submitted by a parent


Posted September 23, 2005

WMMS stays on track with the state required academic program. No complaints there. I appreciate that it has a music program; the drawback would be that there isn't enough instruments if students want to learn more than one. Students are encouraged instead to buy their own. I'd like to see more art forms taught, but they are only 9-week programs. There's drawing, dance, and Spanish. Sports appear to be lacking. PE is basically running. Any other sports are volunteer sign-ups for after school. On one hand, the students aren't overloaded or overwhelmed with homework. High marks for the teaching community at WMMS. I feel they are all quality educators and care about the student's learning.
—Submitted by a parent


Posted December 11, 2004

Washington Manor Middle School has wonderful, caring teachers. The school offers many activities for the students and the music program is terrific.
—Submitted by a parent


Posted August 6, 2004

My duaghter was falling behind in her homework. 2 of her teachers kept in email contact with me and got her back on track. She finished the year with four A's and two B's. I couldn't have asked for anything more.
—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

790

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

790

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

-3

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

5 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

239 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
51%

2011

 
 
47%

2010

 
 
57%
Math

The state average for Math was 55% in 2013.

239 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
48%

2011

 
 
43%

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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

244 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
60%

2011

 
 
53%

2010

 
 
49%
Math

The state average for Math was 52% in 2013.

239 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
48%

2011

 
 
44%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

274 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
39%

2011

 
 
44%

2010

 
 
54%
English Language Arts

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

285 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
61%

2011

 
 
54%

2010

 
 
64%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
9%

2010

 
 
7%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

300 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
53%

2011

 
 
49%

2010

 
 
45%
Science

The state average for Science was 67% in 2013.

284 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
64%

2011

 
 
59%

2010

 
 
61%
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 Students56%
Females61%
Males51%
African American46%
Asian75%
Filipino61%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged52%
Non-economically disadvantaged60%
Students with disability27%
Students with no reported disability57%
English learner11%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate36%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)53%
Parent education - college graduate61%
Parent education - graduate school/post graduate55%
Parent education - declined to state61%

Math

All Students47%
Females49%
Males45%
African American27%
Asian72%
Filipino52%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged40%
Non-economically disadvantaged55%
Students with disability36%
Students with no reported disability48%
English learner24%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate36%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)38%
Parent education - college graduate52%
Parent education - graduate school/post graduate64%
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students55%
Females62%
Males48%
African American27%
Asian74%
Filipino84%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged44%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability57%
English learner11%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate42%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)52%
Parent education - college graduate72%
Parent education - graduate school/post graduate83%
Parent education - declined to state44%

Math

All Students44%
Females42%
Males45%
African American14%
Asian75%
Filipino60%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged35%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability44%
English learner5%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate33%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)38%
Parent education - college graduate58%
Parent education - graduate school/post graduate64%
Parent education - declined to state36%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students37%
Females39%
Males34%
African American13%
Asian74%
Filipino56%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged30%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability37%
English learner33%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate27%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)27%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

English Language Arts

All Students54%
Females59%
Males50%
African American35%
Asian75%
Filipino66%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged50%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability56%
English learner6%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate48%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)53%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students50%
Females47%
Males54%
African American19%
Asian72%
Filipino78%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged41%
Non-economically disadvantaged60%
Students with disability10%
Students with no reported disability53%
English learner9%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate31%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)49%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Science

All Students62%
Females60%
Males65%
African American50%
Asian82%
Filipino72%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged58%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability63%
English learner22%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate46%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)61%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 38%
Asian 23%
White 13%
Black 11%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 56%N/AN/A
English language learners 10%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

This school has not yet provided program information.


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1170 Fargo Avenue
San Leandro, CA 94579
Phone: (510) 317-5500

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