GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
This school is over crowded and contains undisciplined students. I highly wouldn't recommend this school. I have attended this school for grades 6-8 and wish my parents sent me somewhere else. This school has undevoted teachers and only teaches students CST material to make test scores look good. The only good thing about this school is its diversity and variety of electives and activities.
Hale has without a doubt made me very happy! God bless Ms. Melcher & Ms. Belinkia! They are the best and deserve more praise for the hard work they pour into each and every student in their classroom. The Principal, Mr Siegel, is GREAT and this school is so an 8! I trust this school and look forward to El Camino too! They truly represent the 8 they so proudly work hard for along with the quality of education they offer. THE BEST!
—Submitted by a parent
This is a good school--my son is having a great experience. He has great teachers who care and have good communication. I know what is expected and I can go online and see the homework assignments. He has a set of textbooks at school and at home. There are club activities and others ways for him to be involved--but he has to initiate those involvements. State standards based education and some challenging projects. Class size is large, but well run and managed. Good public education!
—Submitted by a parent
We are looking to send our 5th grader here next year...went to the parent evening. Heard a lot about how they have developed their gifted program, but not much in the way of what they do to enrich, challenge the non-identified gifted kids. Just wondering how our hard working, soon to be 6th grader might fare in this environment with such large class sizes, and with all the gifted kids pulled out of the general student pool and how that affects behavior, learning for the rest...Any info form current parents would be appreciated.
—Submitted by a parent
I am a former student of Hale. The school is not the best or the worst. Most teachers are great, such as the art teacher Mr.Harbourt. There are also teachers who are not so great, but names shall not be given. The advanced math program is great; geometry is at high school level. This school is good with academics, and while some classes are much harder than others, all teachers teach what needs to be learned.
I am a student at hale. The shool was a terrible experience. I went from being advanced on all of my state test, to being basic or even sometimes bleow basic. I do not recomend this school. You become a sheep in a pack and the teachers don't teach. There are a few that are alright... the classes are over crouded. I had one class with 60 students.
I have had two children through Hale and now am on my third and final child. Always have been very happy with the academics and diversity of the school
—Submitted by a parent
Hale is a terrific school with excellent programs that look at the holistic child. It's a great place to work and I am extremely lucky to teach there. The parents and students are a pleasure.
—Submitted by a teacher
Dedicated teachers like Debbie Fletcher, Randi Seligson, and Chris Nowatarski make this an exceptional school.
—Submitted by a teacher
Randi Seligson is a dedicated teacher who honestly cares about her students and her school.
Hard working staff who want the best for the students, even under difficult circumstances.
—Submitted by a teacher
Hale middle school has some great students. yes its rough and there is cussing and bullying, but every school you will ever, ever goto will have some bullies and foul language. its agreat school.
—Submitted by a student
I love this school. I actually attend and it is so wonderful.
—Submitted by a student
I am a student at Hale. I'm in 8th grade in the Honors/SAS program. I have loved this school eversince I started it in 6th grade. I've made many great friends and have had excellent teachers. The faculty/staff is great and I have been very satisfied with my learning experience. Me and my fellow students at Hale do cuss alot and can get out of hand, but honestly what so you expect from middle school children? Compared to other schools, Hale is excellent and amazing. I love it!
—Submitted by a student
The principal and faculty are fantastic! I'm so glad my children are students there.
—Submitted by a parent
This school works best for the very independent, high achieving learner who will be sheltered in the honors or SAS program. For us, Hale has been a big disappointment. My son was in the 6th grade SAS program, which has a strong curriculum. However, due to the large class size and one size fits all teaching methods, he did progressively worse through the year, merely passing when he excels in most core subjects. The homework was excessive, killing his desire to learn, and writing assignments are assessed only for quantity rather than quality. Performance on tests count less than the amount of work submitted. The teachers and I communicated throughout the year, but the process was fruitless and frustrating. When I picked up my son in the schoolyard after school, I observed inappropriate behaviors: cussing, bullying, and sexual flirtations.
—Submitted by a parent
i am recently going to this school and it is a very good school. i have been going there since i was in 6th grade and i have had great teachers so far. they have taught me very good and i like how they are very open. the school is also very clean and everyone is that is in it is very nice. also kids there will be very welcoming to they talk and i think you can make friends really easliy. this is a very good school. i would recomand anothere student to attend here.
—Submitted by a student
I am a student at Hale Middle School. When I first came to this school the environment of the school greatly disappointed me. Everyday I go to school I feel like I'm entering a 'gang' hideout. Not safe at all. Every single day of school I hear at least five cuss words from the students there. The dean apparently cares about the situation, but shows no action toward this behavior. If your child is in SAS in this school it will not make much of a difference. Most of the students at this school are not disciplined, manner-less, and have no respect for other people at all. I regret even signing up for this school. The class sizes are outrageous. If you have high expectation for your child(ren) (i.e. Ivy League graduates) I would recommend any school but this school.
—Submitted by a student
My son is in 8th grade this year and we have been very happy with his progress. He attends the SAS classes and he did well on his STAR test. I am concern about the number of students in the class this year. My son says there are about 50 students in his math class.
—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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 59% in 2012.
607 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
606 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
611 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
575 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.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
627 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.
428 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
626 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
619 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 | 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 disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | 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 disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | 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 disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 70% |
| Males | 66% |
| African American | 57% |
| Asian | 74% |
| Filipino | 69% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 72% |
| Students with disability | 26% |
| Students with no reported disability | 74% |
| English learner | 12% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 59% |
| All Students | 63% |
| Females | 64% |
| Males | 63% |
| African American | 53% |
| Asian | 71% |
| Filipino | 63% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 69% |
| Students with disability | 22% |
| Students with no reported disability | 69% |
| English learner | 15% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 57% |
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 | 97% |
| Females | 100% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 97% |
| 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 | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 74% |
| Males | 61% |
| African American | 53% |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 75% |
| Students with disability | 18% |
| Students with no reported disability | 76% |
| English learner | 17% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 67% |
| All Students | 58% |
| Females | 60% |
| Males | 55% |
| African American | 44% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 65% |
| Students with disability | 16% |
| Students with no reported disability | 65% |
| English learner | 32% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 47% |
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 | 90% |
| Females | 91% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 92% |
| All Students | 69% |
| Females | 73% |
| Males | 66% |
| African American | 54% |
| Asian | 90% |
| Filipino | 65% |
| Hispanic or Latino | 53% |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 77% |
| Students with disability | 31% |
| Students with no reported disability | 76% |
| English learner | 19% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 65% |
| All Students | 63% |
| Females | 61% |
| Males | 66% |
| African American | 52% |
| Asian | 68% |
| Filipino | 54% |
| Hispanic or Latino | 58% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 68% |
| Students with disability | 40% |
| Students with no reported disability | 69% |
| English learner | 29% |
| Fluent-English proficient and English only | 65% |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 58% |
| All Students | 95% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with no reported disability | 95% |
| Fluent-English proficient and English only | 95% |
| 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) | n/a |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 65% |
| Males | 68% |
| African American | 53% |
| Asian | 84% |
| Filipino | 71% |
| Hispanic or Latino | 51% |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 74% |
| Students with disability | 36% |
| Students with no reported disability | 71% |
| English learner | 13% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 62% |
| All Students | 79% |
| Females | 75% |
| Males | 82% |
| African American | 67% |
| Asian | 95% |
| Filipino | 82% |
| Hispanic or Latino | 66% |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with disability | 48% |
| Students with no reported disability | 83% |
| English learner | 19% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 74% |
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
African American
Asian
Filipino
Hispanic or Latino
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 48% | 27% | ||
| Hispanic | 28% | 51% | ||
| Asian | 12% | 11% | ||
| Black | 10% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 29% | N/A | 54% |
| English language learners 2 | 7% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 72% | 85% | ||
| Hebrew | 8% | 0% | ||
| Farsi (Persian) | 7% | 0% | ||
| Korean | 4% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Kurdish (Kurdi, Kurmanji) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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23830 Califa Street
Woodland Hills,
CA 91367
Website: Click here
Phone: (818) 313-7400
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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.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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