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GreatSchools Rating

Pepper Tree Elementary School

Public | K-6 | 790 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

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18 reviews of this school


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Posted October 8, 2013

My daughter is receiving so much more then she has in any school They still offer arts programs and the PTA is awesome
—Submitted by a parent


Posted September 29, 2013

Despite all the positive and negative criticisms, Peppertree Elementary, from the principal, teachers, PTA, is absolutely the best! There is no doubt as to this school measures, on regards to, the d trict. A plus in all areas of concern!!
—Submitted by a parent


Posted September 27, 2013

I love this school! My son is in second grade and he's had amazing teachers. The Daycare is really well ran and children feel happy and cared for. As a teacher myself, I am critical and I can honestly say, Pepoer Tree has exceeded my expectations.
—Submitted by a parent


Posted July 9, 2013

I totally agree with parent post about bullying on july 9th 2013......tired of bullying ..i will take a serious action on this ..if it happens again
—Submitted by a parent


Posted July 9, 2013

There is a big change at this school. There seems to be a lack of supervision on the playground which results in a lot of bullying. The principal does not supervise recess or lunch playground duty and the aides are not able to appropriately handle problems. It is very hard to feel connected to the school due to the new lockdown procedures, which makes is hard for parents who cannot volunteer to feel like they can contribute to the school community or no what is going on. The school feels cold and guarded and I feel like have have to tiptoe to gain any access at all. The warm elementary school feel is gone and it makes me sad. The letters from the principal and some of the teachers has a "live with our rules and procedures and move out of the way or leave" feel to it. The PTA is having a tough time stabilizing too due to lack of leadership and control. Some great teachers and some not great teachers.
—Submitted by a parent


Posted July 20, 2012

This is the best school in upland. The teachers are very helping and the kids are very kind. This school will challenge any student to do their best.The resources are amazing come here now if you want a good education.


Posted August 10, 2011

my daughter will be entering 2nd grade and man this is a great school! if you need help just ask... i mean everyones involved teachers and parents!!
—Submitted by a parent


Posted May 5, 2011

My daughter is yet to start this school's Kindergarden, this school has already generated a great impression for me. The principal personally test in each individual student that is enrolled in the school! K, 1st grade, transfers...the school office is very neat/clean, school is very clean and quiet. It is where I would love to be at school age again! Well done!
—Submitted by a parent


Posted October 9, 2010

Excellent rating score, all around subjects


Posted March 2, 2009

Pepper Tree is an outstanding school. There is enormous parent involvment and excellent caring teachers. I believe the principal puts in extra effort to match the students with the teacher best suited for them.
—Submitted by a parent


Posted September 2, 2008

The school has wonderful PTA and many hard-working teachers. The primary grades 1-3, and 5th are exceptionally doing well, high CST scores in Math, English, &Science. High quality extra curriculums-in arts , music, field trips, social studies.. If parents more involve in 6th graders academic progresses, instead of leaving everything to the school, the students could have done much better. CST score in writing(composition) in upper grades is poor when compare to Math and English usage-grammar&analysis. Awesome atmosphere through out the school, with fantastic diversity, and A+ in allowing a child to grow and become a positive young person!
—Submitted by a parent


Posted September 26, 2007

I agree in older grades 4-6 there is a lot of homework. It has paid off i my child's sate test scores. He is very athletic and as team practices daily but always gets his work done, and I work until 6:30 and am a single mom. Thi school is hard, but with my involvement in other school, this is a great opportunity to be able to make it in high school
—Submitted by a parent


Posted September 26, 2007

Pepper Tree is so outdated. The students are way behind other kids at other school districts. The classrooms have no computer for students to use. The teachers have no technology equipment for instruction. (Just big loads for paper work for students!) The computer lab is not available to the students. Perhap the PTA could look into this issue since the parents have so much energy for other activities.
—Submitted by a parent


Posted September 12, 2007

The homework load is out of control at this school. I can't believe how much they pile on these poor children. There was never time for anything after school. I just switched schools and the school my child is now attending has a reasonable amount of homework.
—Submitted by a parent


Posted July 2, 2006

The parent involvement is high and teachers are concerned and work hard.
—Submitted by a parent


Posted June 25, 2006

Mrs. Franco, Mrs, Azzam, and Ms. Kim are lovely ladies and top rate teachers. The teachers are phenomenal, be aware of the principal.
—Submitted by a parent


Posted June 1, 2006

Both of my children attend Pepper Tree El and have excelled both academically and socially. The Support Staff and Teaching Staff are unsurpassed in their commitments, regardless of funding, to the kids. The PTA is extremely active - providing countless programs, activities and opportuinites to the children. The layout of the school is very open and visitor friendly, but enclosed by fencing and well protected. The quiet neighborhood it lies within tells the story perfectly. Tree lined streets - neighbors in the yards and walking their children and dogs. Pepper Tree is a CA Distinguished School, earning that honor in 2004. Many Schools 'teach' testing materials and questions exclusively for their students to achieve on State/District Testing. Pepper Tree has a staff interested in teaching your children everything they need to achieve across the spectrum and parental volunteerism is outstanding. The Principal has tremendous character and leadership skills. Much more......
—Submitted by a parent


Posted December 24, 2004

Great extracurriculars, beautiful schoool in great neighborhood.
—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

924

Change from
2012 to 2013

-12

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

924

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

-12

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)

10 / 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)

9 / 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.

114 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%

2011

 
 
84%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

114 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
90%

2011

 
 
91%

2010

 
 
93%
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.

125 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
80%

2011

 
 
89%

2010

 
 
81%
Math

The state average for Math was 66% in 2013.

125 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
94%

2011

 
 
98%

2010

 
 
97%
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.

124 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
91%

2010

 
 
82%
Math

The state average for Math was 72% in 2013.

126 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%

2011

 
 
91%

2010

 
 
89%
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.

104 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
79%

2010

 
 
86%
Math

The state average for Math was 65% in 2013.

103 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
93%

2011

 
 
94%

2010

 
 
97%
Science

The state average for Science was 57% in 2013.

104 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
92%

2011

 
 
88%

2010

 
 
87%
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.

110 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
86%

2011

 
 
81%

2010

 
 
78%
Math

The state average for Math was 55% in 2013.

111 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
78%

2010

 
 
73%
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 Students82%
Females86%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged71%
Non-economically disadvantaged86%
Students with disability75%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
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)72%
Parent education - college graduate89%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students90%
Females93%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged86%
Non-economically disadvantaged92%
Students with disability67%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only90%
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)84%
Parent education - college graduate94%
Parent education - graduate school/post graduate90%
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 Students68%
Females75%
Males62%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged53%
Non-economically disadvantaged73%
Students with disability10%
Students with no reported disability79%
English learner14%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate66%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students89%
Females93%
Males86%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged88%
Non-economically disadvantaged90%
Students with disability65%
Students with no reported disability94%
English learner86%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate89%
Parent education - graduate school/post graduate92%
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 Students89%
Females91%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged96%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students88%
Females91%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged93%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)90%
Parent education - college graduate86%
Parent education - graduate school/post graduate96%
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 Students89%
Females93%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged82%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students92%
Females95%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged82%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students82%
Females83%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged65%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate77%
Parent education - graduate school/post graduate96%
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 Students78%
Females79%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged82%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate81%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students80%
Females81%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged74%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate85%
Parent education - graduate school/post graduate86%
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
White 48% 27%
Hispanic 35% 51%
Asian 10% 11%
Black 4% 7%
Two or more races 3% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 18%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 »

This school has not yet provided program information.


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1045 West 18th Street
Upland, CA 91784
Phone: (909) 949-9635

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