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Teacher quality
Principal leadership
Parent involvement
My daughter has been attending Dixie for 2 years now and she loves it, and I must say I do too. The teachers are excellent and communicate with parents on a regular basis. The one negative...parking.
—Submitted by a parent
This is my daughters second year at Dixie and she is so motivated and excited, every day!! to attend. The teachers and all the dedication of the principal and PTA are outstanding. We are very lucky theat Dixie is our local public school. Dixie rocks!!
—Submitted by a parent
This is our 5th year at Dixie Canyon, now a charter, and our son is thriving and adores his school. Our son won't let us even contemplate the thought of changing. With the exception of an occasional new teacher, the teachers at Dixie are experienced and know their stuff. The enrichment programs are exceptional - visual arts, drama, computer and science labe. This year, the PTA is investing in a PE coach at lunch and recess. The principal has improved Dixie's overall scores and runs the school well. In reading the recent reviews, I was hurt by the parent who accused parents of not being on campus. First of all, the indication of a child's success is their increased independence and success at school without being tied to their parents hemstrings. And many parents today work full time and are not able to be on campus as much as they would like. The upper grade teachers do not appreciate parents in the classroom all the time. One thing I love about DIxie, is that when I have to drop my son off and run to work every day, I am confident he is safe and in the best place possible, with caring teachers and staff and the parents who can be on campus, are generally very kind too.
—Submitted by a parent
It sounds like the previous review had more complaints about LAUSD and society than the school itself. We have been at Dixie for four years and have had a terrific experience. I am involved, have a relationship with our hard-working principal (whom I DON'T find to be narcissistic at all) and love our community. Our daughter's teacher is firm, tough, warm, creative, fun and extremely interactive. She set up a class website, which we all can participate in, the first week of school. Yes, as parents we are our children's most important advocates but I feel confident that if I couldn't be there my child would be well cared for. We have a very strong, active PTA that works hard to compensate for all the LAUSD cutbacks. Because of this we have Science, Computer, Art, Drama and PE programs. I don't observe much in the way of politics. If anything we have made some terrific friends here because we are all working together for the betterment of our kids. As far as the permits go, why shouldn't schools allow people in if there's room? We find that permit families are hard-working. Why? Because they're grateful to be at such a great school. We love Dixie Canyon!
—Submitted by a parent
This is a good school I am told, compared to some others. However I have found that many of the Parents do not help out the Teachers or the Class Parents. The Principal is machiavellian to the max and is only their to protect LAUSD from the Children and Parents. Yet if you go to the Website, there she in all her Narcissistic Glory. Another issue - probably a 1/3rd of the students do not live in the neighborhood and should not be attending Dixie Canyon. And of course it is an embarrassment how we underfund our schools in California and pamper the Bankers, Corporations, Lobbyists and Military. The teachers must teach physical education, take their kids to the library, deal with the spoiled parents of the Special Ed kids. Some teachers get help, some don't. No Parent can afford to not participate in their Child's school activities. Dixie Canyon makes it difficult to visit your Child during the school day, but it is very important that you exercise your rights and do so. Then the Child know you care, Big Mother knows your watching, and the Teacher appreciate it. The Parent is the only advocate that the Children have. The LAUSD Attorneys could care less about the kids.
—Submitted by a parent
The school is good for gifted children. If your child is not gifted, or "god forbid" has some difficulties, she won't be appreciated. For a few years being there, we've met quit a few tired, irritated and unapproachable teachers and staff members. Only one teacher was understanding and acceptive, god blesses his heart. Add on top of that principal who doesn't care about nothing but scores and assistant principle who is dangerous and not stable, and you are getting the whole picture.
—Submitted by a parent
If you want your children to be apart of a wonderful learning environment chock full of diverse experiences, this is the place for you and your family. Dixie Canyon is a gem of a school, complete with a dynamic PTA that works extremely hard to make it so. I was one of those parents from the previous review who worked an enormous amount of volunteer hours to help the auction become a success. It is the dedication of that group of parents, teachers and staff that make this school ROCK ! My child is adequately prepared for the journey ahead because of the education received here. If you can muster the courage to make your child's education a priority, then by all means come in. If you want to gripe about what's not right without lifting a finger to make it better, move on. We are a California Distinguished School for a reason and that is providing a great learning environment for kids.
—Submitted by a parent
Ten years ago my son started kindergarten at Dixie Canyon. I went to the PTA's first silent auction meeting and found only 3 other overworked moms with a few hundred dollars in the bank. Undaunted, we went on to hold our event in a local rented room, and raised a few thousand more. It was a small start, but the PTA has never looked back. Last week, dozens of hardworking moms (and dads!) put together a special evening at CBS Studios that was nearly sold out, and certain to have made tens of thousands of dollars. All this from parent's fierce desire to supplement their children's schooling with a drama, art, science and computer program. Say what you want about the shortcomings of the LAUSD system you can't beat a school where the parents are as dedicated as this!
—Submitted by a parent
The principal of Dixie Canyon told me that the substitute teacher (who was temporarily teaching my son's kindergarten class), left the school because of my son's behavioral problems. My son did have ADHD, but I thought that this was a completely inappropriate and unprofessional comment for the principal to tell me. Regardless, my son finished kindergarten there (with much difficulty). I don't feel like the teachers were as professional or as helpful as they could have been. My son goes to Kester Ave Elementary now, and we are much happier there.
—Submitted by a parent
Dixie is our home school and I had heard good things about it so we enrolled for Kindergarten figuring if it wasn't good we could look elsewhere the next year. Kindergarten was fantastic! My daughter came out of kindergarten reading, doing math and with a thirst for more learning. I love the school and my daughter does too. She learned so much in Kindergarten! She is in 1st grade now and we are still so happy at Dixie. My youngest daughter starts next year in Kindergarten and she is so excited. The school has fantastic teachers and staff. The PTA has worked hard to make sure we keep our fantastic Art teacher and Drama teacher. We are so lucky to have them and their enthusiasm at our school. We take advantage of the after school art and drama classes as well, even though I feel she gets enough during the regular school week she loves to take after school classes with these two incredible teachers. Parents are very involved at the school as well. I feel like my child is safe when she is at school and I know that she is happy to be there. I am happy we choose to go to our local school and I am looking forward to seeing how much she learns this year!
—Submitted by a parent
I have 2 students in this school and my experience has been more so closer to January 13ths post. Both teachers have bad attitudes and the only communication I have had with eitehr teacher has been rude as well as unproductive. 1 child will move on to middle school next year and I will be removing my other student from this school. I wish these teachers the best and hope they have an enlightened experience, there are too many young people coming out of college that would love to have their jobs that will put their all into teaching our children.
—Submitted by a parent
A lovely learning environment, great facilities, good leadership, and fantastic teachers; every kid is pushed hard to do better. The teachers and even parents in this community take great pains to help strive kids perform better; a very active and energized pta; all in all i am in love with this school.
—Submitted by a parent
I have my 2 daughters at this school at all I have to say is I couldn't be happier. The teachers are amazing and the parents very involved. Both of my daughters love the school and are excelling. Tremendous sense of community and amazing after school programs.
—Submitted by a parent
This school had good API scores. Not great, but good. According to that, i would expect a better curriculum and better teachers. My son started kindergarten in the beginning of this year, and so far everything he has learned he learned either at home or at his grandmother's preschool. What they are doing there from 8 am to 2:40 pm i have no idea. Not learning anything, that's for sure. His teacher is horrible. She is a sad , deeply unhappy person, not talking to parents, not communicating, and at times just being plain rude. She obviously has some personal problems she is going through, but why it should be my son's problem as well, i have no idea. I tried to transfer my son, but the principal would not budge. If she (the principal) is allowing people like that to be on stuff and teach children, this school is not good. In any way. I pray for a nicer, more undertending human being as a teacher for my son next year. If not, i am pulling him out. I hope the rest of you had better luck
—Submitted by a parent
Dixie Canyon is the jewel of the valley for LAUSD! It's a relatively small school, with VERY INVOLVED parents, teachers and administrators. The PTA is spectacular and has moved mountains to make sure that the kids have music, art, a computer lab, a science lab and regular school beautification projects. The kids get a great education because the parents and teachers work together! They've managed to build a "community" around our kids in a city as gargantuan as L.A.
—Submitted by a parent
We have been very disappointed with this school. We pulled our daughter out. We had problems with undedicated teachers, unresponsive administration and a poor quality of education.
—Submitted by a parent
I love the boutique feel of our school even if we have 650 students. Very family oriented parents, teachers and kids and a PTA the ROCKS!
—Submitted by a parent
Dixie Canyon is the BEST! The teachers are wonderful, the parents are great, and the kids are awesome!
—Submitted by a parent
Incredibly committed parents and staff as well as great learning opportunities for kids.
—Submitted by a parent
Great teachers, principal and other faculty. The parents and pta are very involved and afford opportunities for my son that would not be available at other schools.
—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 58% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
112 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 48% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
107 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 67% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 English Language Arts was 63% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
89 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 | 76% |
| Females | 81% |
| Males | 70% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | 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) | 61% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 64% |
| Males | 66% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | 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) | 55% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 65% |
| 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 | 68% |
| Females | 74% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 83% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 76% |
| 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 | 83% |
| Females | 88% |
| Males | 76% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 78% |
| Males | 79% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 75% |
| Males | 79% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 76% |
| 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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| African American | 12% | 7% | ||
| Asian | 4% | 8% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 39% | 85% | ||
| Armenian | 18% | 1% | ||
| Hebrew | 16% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Russian | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| French | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Bengali | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Taiwanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4220 Dixie Canyon Avenue
Sherman Oaks,
CA 91423
Website: Click here
Phone: (818) 784-6283
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