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Teacher quality
Principal leadership
Parent involvement
I am currently an 8th grader at Alta Loma. This school is terrible the students here are out of control, which is fun for some students, but it bad for students in classes who want to learn. The students here lack spirit or pride in this school, and it is basically seen as a jail. Some of the teachers here are quite terrible, and Alta Loma is known for hiring terrible teachers, and then not firing them. Their are some decent teachers here, but the cIasses are so full students do not receive enough one on one help. I would not recommend this school to a student who wants to get a good education, but for a student who just wants to mess around, Alta Loma is the school for them
My daughter got a top quality education at this middle school. Sure there were days she complained about the uniform or that she felt like she had a lot of homework, but that's normal stuff. In the end I'm impressed with all the knowledge she gained and also I can see that wearing the uniform taught her to carry herself & to dress herself respectfully. Now she's in high school with excellent grades, has grown in her self-confidence & is wearing clothes appropriate for a young lady. If you want your son or daughter to have a good education and to learn self-esteem, you'll be happy with ALMS. Kids might complain, they always do, but this is one of the best schools around!
—Submitted by a parent
Thank God my daughter is out of that place. The principal is horrible, the security guard yells at the kids through a bullhorn and the uniform rule is ridiculous. They treat the kids more like inmates rather than students, then as a parent when you confront them on issues they either avoid you or pass the buck. I give one star for the sports program which I think is actually run by the SSF Rec. department
—Submitted by a parent
i have gone to ALMS for my 6th 7th and now promoting from my 8th grade year.But the school doesn't let everyone " Walk stage" meaning that if you receive a F in Math or Language Arts you are ineligible to cross stage! this year 60+ kids are not crossing due to being put into algebra classes without the mathematical knowledge. Think about it is it the student, teacher, school, or the district's policies? on top of not being able to cross stage the school takes away the ability to enjoy the 8th grade dinner and dance, great america, and you are seated in a room while the rest of the students practice for promotion. I believe this is really unfair and cruel. I can see the school take some of the acticities like great america and the dance to students who do not even try to raise there grades up in the WEEK'S notice the counseling office gives kids in Danger of failing. Crossing Stage should not even count AS AN ACTIVITY. Don't let your children feel like they didn't acieve something. Thats how the 60+ kids feel like we haven't done anything for the past three years. I hope you consider this. THANK YOU
I am a student at Alta Loma and now graduating from there this year. This school has had goo and bad times. I think it's some of the students that go here that show how bad the school is. Although last year 7th grade alone got 12 expulsions, I still believe this is a good school. They have teachers that are good and bad, and students who really have problems. All in all, Alta Loma isn't too bad.
My daughter is now in the 8th grade here and has had hard times with teachers and students. But also good times, she has has a great language arts teacher who seems to give her inspiration. But to tell you the truth I think that most of the teachers here are ''gossip queens'' and talk about their students to much even to their own students! (Thats what my daughter tells me). Plus some of the kids that go there are bullies (what my daughter tells me) and they are still accepted there after so many referals! And I just can't wait until my daughter graduates from this place! Think twice before you send your kid here becuase I think this school and their staff need to grow up and be mature.
—Submitted by a parent
I withdrew my child from Alta Loma because they showed an *R* rated movie without parental permission and they told me there was no 'rule' in the teacher handbook which stated what types of movies they can or cannot have children view.
—Submitted by a parent
I am a student at alta loma and in my two years that i have been here there have been good and bad times. The things i hate are some of the teachers think they can boss us around like there our parents. One of my teachers yells at the class just for writing on our hand he threatens us with referrals and has anger issues. Or thats just what i think!!! and they never submit grades!!!
—Submitted by a student
I think the uniform rule is to much my daughter can't wear a red rubber band in her hair? The school and teachers should focus on teaching our kids rather than raising them. Also I don't like the security guard bulling my and yelling at the kids thru a bullhorn I would like to take that thing and put it right up to the principals ear and scream!
—Submitted by a parent
Alright. The dress code is really ridiculous and some of the teachers at Alta Loma are really really terrible. But majority of the teachers ae great, there is lots of clubs, and there 'special homerooms' (leadership, yearbook, multicultural, peer assistance, and jazz band) are great things for high achivers. And for those who think free dress is too distracting. GET OVER IT! It really doesnt make a difference because there are kids who look better in 'free dress' then uniform
—Submitted by a student
I am very pleased, as I have been for the past 2 years (my son is now in 8th grade) with ALMS and pleased with the dress code. Some of the reviews I've read wonder why a parent isn't notified when a child receives detention!? This isn't elementary school, this is MIDDLE SCHOOL, and the students are expected to have responsibility for their own actions. This is not the school where the student can run to mommy or daddy and think they can get out of trouble. The dress code is great, and it does save a lot of money. The after school crossing guards are fantastic at keeping the students safe, and the traffic flowing. If you want your child to enjoy school while getting a good education, send them to ALMS.
—Submitted by a parent
I Love the dress code. Not only did it save me a ton of money it keeps kids focused on whats important. Their attitude and education is far more important the having the latest fashions. I also think its a team effort between the kids, parents and teachers. If children have a bad attitude the parents should be dealing with it first. Its my first child and year here but so far I am very pleased with everything!
—Submitted by a parent
This school has a ridiculous expectation for the dress code, as a mere untucked shirt can easily earn you a detention - which quickly adds up into referals and suspension. Not only do a majority of the students have bad attitudes, but staff does nothing to improve them. The education recieved there is satisfactory but the overall environment is mediocre and needs to be fixed.
—Submitted by a parent
Its excellent is really safe and i like it because they use uniform code.
—Submitted by a parent
I am a teacher at Alta Loma and I must say that all of the teachers are here to support their students. The principal and administration does a fantastic job in running a disciplined school. The students wear uniforms and the administration and teachers expect the students to have good behavior. Alta Loma teaches their students how to work hard and be respectful so that they can be successful in life. I hope that my message here helps give some perspective to some of these other comments.
—Submitted by a teacher
I am a seventh grader at Alta Loma and for the last two years that I've been here, my experiences have been pretty good. Most of the teachers are above average and the extracurricular activites are awesome. But, like many other reviews have said, our principal doesn't get involved much at all. From a student's point of view, we just see him as a guy who stands around in dress shoes with high heels all day and has nothing better to do than chat with staff in the main office and yell at kids to tuck in their shirts. Our principal should definitely be more committed to, well, being the principal of our school! Overall, Alta Loma has been great, and if you're a South City parent reading this with a child in fifth grade, I think this school might be for you. :)
—Submitted by a student
I went to a private school K-8, primarily Filipino (very little diversity), and so when I went to high school, I was shocked. I did not understand cultural diversity. Now as a mother, aside from academics and extra curricular activities, I look at the environment my children will grow up in. Alta Loma, so far, has been a great school which provides a good education, activities, and diversity. My daughter got mostly A's, occasional B's. She participated in track and basketball and enjoyed both. The kids had good sportsmanship & showed excellent team spirit. The negatives- I have heard of occasional fights at the school (but I think every middle school can experience this.) I am very surprised to see all the bad remarks about the principal. I have not interacted with him and can not give my opinion. I know the asst. principal through Junipero Serra and was not impressed.
—Submitted by a parent
I am overly disappointed with Alta Loma and the leadership. The principle is barely involved with anything but suspending students for the littliest thing. My child had been in private school making only A's and B's and since coming to Alta Loma he has been treated like a criminal from the principle on down. And the hallguard has been very rude and disrespectful to my children. The principle has yelled at me while I was trying to talk to him in his office very disrespectfully then going into the main office area and discussed my business with another parent and staff member thinking I was fully out of the building. The assistant principle seems to be more involved than the principle. The principle is very cocky and rude. My son who has also gotten great reviews from his former teachers but has had nothing but problems with this school.
—Submitted by a parent
this school is fun, they teach u all different things, i go to this school. 7th grade,
—Submitted by a student
teachers are great and are very helpful to my child.
—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 59% in 2012.
261 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
265 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
266 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
244 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
242 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
249 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
240 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 | 68% |
| Females | 76% |
| Males | 61% |
| African American | n/a |
| Asian | 77% |
| Filipino | 76% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 50% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 78% |
| Students with disability | 24% |
| Students with no reported disability | 72% |
| English learner | 37% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 52% |
| Males | 55% |
| African American | n/a |
| Asian | 64% |
| Filipino | 61% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 41% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 60% |
| Students with disability | 16% |
| Students with no reported disability | 58% |
| English learner | 22% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 72% |
| Males | 65% |
| African American | n/a |
| Asian | 71% |
| Filipino | 79% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 67% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 79% |
| Students with disability | 19% |
| Students with no reported disability | 73% |
| English learner | 34% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 51% |
| Males | 62% |
| African American | n/a |
| Asian | 72% |
| Filipino | 70% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 50% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 66% |
| Students with disability | 15% |
| Students with no reported disability | 62% |
| English learner | 29% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 45% |
| Females | 50% |
| Males | 40% |
| African American | n/a |
| Asian | 67% |
| Filipino | 64% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 48% |
| Students with disability | 8% |
| Students with no reported disability | 48% |
| English learner | 39% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 75% |
| Males | 60% |
| African American | n/a |
| Asian | 77% |
| Filipino | 74% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 72% |
| Students with disability | 22% |
| Students with no reported disability | 71% |
| English learner | 25% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 7% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 5% |
| Students with disability | 0% |
| Students with no reported disability | 18% |
| English learner | 17% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 71% |
| Males | 65% |
| African American | n/a |
| Asian | 69% |
| Filipino | 82% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 70% |
| Students with disability | 24% |
| Students with no reported disability | 73% |
| English learner | 37% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 73% |
| Males | 65% |
| African American | n/a |
| Asian | 92% |
| Filipino | 83% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 74% |
| Students with disability | 19% |
| Students with no reported disability | 72% |
| English learner | 38% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 83% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 39% | 49% | ||
| Filipino | 25% | 3% | ||
| White | 19% | 28% | ||
| Asian | 7% | 8% | ||
| Pacific Islander | 5% | 1% | ||
| African American | 4% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 41% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Filipino (Pilipino or Tagalog) | 20% | 1% | ||
| Portuguese | 8% | 0% | ||
| Punjabi | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Arabic | 3% | 1% | ||
| Cantonese | 3% | 2% | ||
| Urdu | 2% | 0% | ||
| Samoan | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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116 Romney Avenue
South San Francisco,
CA 94080
Phone: (650) 877-8797
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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