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GreatSchools Rating

Central High School

Public | 9-12 | 2535 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted August 7, 2014

This is my second year going to this school and I can easily say this is an amazing high school. The teachers are great, and caring. The students are friendly for the most part and it has been just an overall amazing experience. Can't wait for this year to start!


Posted May 2, 2014

Central High School in the Keller ISD is all smoke and mirrors. They are still under the delusion that Keller is still "one of the best towns in America" to live. That title left years ago! They do not prepare students for college they are just interested in the government $$$. Having transferred from the Chicago area, if I could do it again, Plano ISD would be a much better alternative. Think twice before relocating to this area!
—Submitted by a parent


Posted March 12, 2014

My son will graduate this year. I have nothing but positive experiences with the district overall. It has it's share of troubled students, but I feel the staff does what is in its control to curb issues.(the rest is up to parents.. unfortunately too many parents DO NOT do their job!! -it is not a school districts job to parent YOUR child.) Now, this is in part the reason we have had a pleasant experience- we parent our kids and hold them accountable ,for all their responsibilities.
—Submitted by a parent


Posted August 1, 2013

I am a mother of a student that came from Puerto Rico. The teacher's, the Director all of them helped him a lot to go through the transition, I am so blessed, my son had good grades. Never in Puerto Rico he got the grades that he obtain here in Central High. Again, I'm bessed and my son too, and of course he is very happy!!!
—Submitted by a parent


Posted June 28, 2013

My son just graduated from Central. It was a good 4 years for him. His teachers were hit or miss. Can't have all excellent teachers every class every year. All in all it's a great high school. The staff have done a great job at turning the school around and making it a safe environment for my kids to learn. My youngest will be a junior this year and i know he will do just fine. Only complaint ....needs better cafeteria food.
—Submitted by a parent


Posted May 30, 2012

People can sit here and bash Central High School all they want but the truth is it is a great school full of teachers that helped shape my life. As far as administratively not doing their part-hello parents that's is your responsibility to make sure your child is going to school and not skipping. They are running an entire building while you cannot manage a household. You want stricter rules-but then you say try are power hungry. Be the adult and get your children in check!
—Submitted by a student


Posted August 30, 2011

Actually, this is not true. Central teachers do all they can. It starts witht he parents at home...discipline your kid therre and ithey want act out at school. Not the teachers responsibility to parent your child. I can't say enough good things about Keller Schools..just they are GREAT and Awesome!
—Submitted by a parent


Posted July 27, 2011

I agree with parent of comment April 22. There is a huge problem with students skipping class, inappropriate conduct and nobody address it. The administration should be walking around and ensuring that the school environment is the best for learning and that the students are following /complying with rules and norms, but they do not. It is run like a college, but they don't teach the students how to act like on a college level; they are too permissive for my taste. Most of the teachers are good and students speak good about them. I am more concern about the atmosphere and the inadequacy of the student's interactions and the way their waste of instructional time due to lack of controls and supervision. The school is too crowded as well . 3,000 students is to many in one school for 9-12th graders to manage effectively.
—Submitted by a parent


Posted July 7, 2011

This school has great teachers and a great atmosphere. My son speaks highly of his teachers and I can see in his work he is learning rapidly.
—Submitted by a parent


Posted April 22, 2011

This school is far too crowded and has a faculty that does not care about discipline. Drug deals & fighting happen during passing period every day. A teacher actually told my daughter in class on 4/20 that the faculty knows a large number of kids come to school high each day, but the administration won't do anything about it. So, the teachers stop caring about it. There are some good teachers who care and challenge students, but then there are teachers who can't be bothered for tutorials and questions to help kids who don't get it. They are "too busy". More like a college than a high school.
—Submitted by a parent


Posted November 11, 2010

I am a senior at this school and love it. It has a great environment and probably some of the best teachers and counselors.
—Submitted by a student


Posted February 21, 2010

I think Central is an excellent school. My oldest daughter, a senior, has attended Central all 4 years. She has been involved with athletics and many clubs. She loves her teachers and administrators. I do wish there was more help on the counselors part with graduating seniors. My youngest daughter, a freshman, is involed with band and is very happy. We have a new band director this year that all the kids seem to be happy with. Parent involvement is what you put into it. I look forward to 3 more years at Central.
—Submitted by a parent


Posted October 30, 2009

Central is over-crowded even with the new high school, it's schedule is ridiculous, and the lack of communication from the school is a serious problem. I have been attending Central for 3 years and some of the teachers are just not fit for teaching. There are excellent teachers though (Mr. Kyle Huston for Pre-AP geography and AP Human Geography), but most of the teachers are teaching just to meet test standards, but after they make us work our butts off just to do well on the TAKS they slack and turn daily lessons into Movie Time. I am not 5 years old man so I am expecting to actually learn in school.
—Submitted by a student


Posted August 21, 2009

This school is ridiculously overcrowded and every year i have been there the start times and schedule has changed, making it near to impossible to keep up. Also the fact that as we get more students in the school, the decrease our lunch periods and decrease our passing periods. It doesnt make sense to me. Some of the teachers try as hard as they can with the limited time and resources they have, and other cant be bothered. I was sent no notifications this summer at all. I had no clue the start times had changed to 9 am. I had no clue we were switching back to the 4 a day schedule, but still keep AB classes. i had no idea we needed a new vaccine, and i still have no idea how im supposed to get my schedule by monday. The school needs to work on communication skills.
—Submitted by a student


Posted September 13, 2011

CHS is like many other schools - you get out what you are willing to put in. It is large, but this is not necessarily a negative. Your student will have to be proactive and stand out to receive individual attention. Most of the teachers my child has had have been great. Hats off to the choral dept. and VOC, this is where my child found her niche that has made her high school experience a rewarding one.
—Submitted by a parent


Posted April 29, 2009

school was built in 2004 and already overcroweded with portable buildings. Classrooms are at capcity, shortage of lockers. My child is lost in a sea of 4,000 students, making it impossible to develop relationships wiht her instructors. Transferring out this year.
—Submitted by a parent


Posted July 1, 2008

The principal, Hinson, does a great job with such a large school. I think my daughter told me that there are over 3,000 students. It should get better once the new high school opens in a year or two. I have been mostly please with the teachers my children have had. The A.P. classes are top notch (Busby and Weaver for English have been excellent/Patty and Beard for history/Harrison for math/Goodman for science) Lots of clubs that students can get plugged into. One complaint is that I wish more teachers had websites. Also, the school looks amazing. The city of Keller should be proud.
—Submitted by a parent


Posted June 21, 2008

I am the parent of three children. One has graduated from Central High School. The other two are still there. So far I am very satisfied with the education my children have been receiving. For the most part, the teachers have been excellent. If possible, make sure your child gets Mr. Fabel for science, Mrs. Kelley for english, and Mr. Patty and Mr. Hayward for history. I have been very impressed with these teachers. The negatives-the school went to a new schedule which has been difficult on my children to keep up with. Some classes meet everyday and some every other day. Don't understand that. Also, I wish more teachers had websites. Overall, great school with lots of extra curricular activities. Highly recommend. Hope this helps.
—Submitted by a parent


Posted September 12, 2007

I like Central High. Teachers are great and PTA is very active. I've been impressed with extra curricular activities as well. Would recommend it to any student/parent.
—Submitted by a parent


Posted January 9, 2007

I have 2 children at Central and have been very pleased with all of the teachers. The athletics dept., however, has been a huge disappointment to us. Both of my kids quit athletics because of poor leadership and lack of professinalism. If you have experienced this also, I feel as parents, we owe it to our children to assert ourselves and demand better coaches. Our tax dollars do help pay their salary.
—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.
English Language Arts

The state average for English Language Arts was 89% in 2011.

649 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 70% in 2011.

633 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
75%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

585 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 74% in 2011.

576 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
82%
Science

The state average for Science was 76% in 2011.

575 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
84%
Social Studies

The state average for Social Studies was 93% in 2011.

578 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

575 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
100%

2010

 
 
97%
Math

The state average for Math was 89% in 2013.

570 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
95%

2010

 
 
94%
Science

The state average for Science was 95% in 2013.

570 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
97%

2010

 
 
96%
Social Studies

The state average for Social Studies was 98% in 2013.

568 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students99%
Female99%
Male99%
Black or African American100%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged99%
Special education88%
Limited English proficient (LEP)n/a

Math

All Students95%
Female95%
Male95%
Black or African American94%
Asian98%
Hispanic95%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged93%
Special education69%
Limited English proficient (LEP)n/a

Science

All Students98%
Female98%
Male99%
Black or African American96%
Asian98%
Hispanic99%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Special education81%
Limited English proficient (LEP)n/a

Social Studies

All Students99%
Female100%
Male99%
Black or African American98%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged98%
Special education88%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Algebra I

The state average for Algebra I was 78% in 2013.

382 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
90%
Algebra II

The state average for Algebra II was 97% in 2013.

183 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

620 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
93%
Chemistry

The state average for Chemistry was 84% in 2013.

595 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
59%
English I Reading

The state average for English I Reading was 65% in 2013.

626 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%
English I Writing

The state average for English I Writing was 48% in 2013.

664 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
72%
English II Reading

The state average for English II Reading was 78% in 2013.

628 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
n/a
English II Writing

The state average for English II Writing was 52% in 2013.

629 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

194 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

657 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
73%
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
74%
World Geography

The state average for World Geography was 75% in 2013.

632 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%
World History

The state average for World History was 70% in 2013.

617 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

Algebra I

All Students83%
Female84%
Male82%
Black or African American79%
Asian86%
Hispanic90%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged83%
Not economically disadvantaged83%
Special education41%
Not special education85%
Limited English proficient (LEP)60%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Biology I

All Students96%
Female96%
Male96%
Black or African American96%
Asian96%
Hispanic97%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged89%
Not economically disadvantaged98%
Special education90%
Not special education96%
Limited English proficient (LEP)55%
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Chemistry

All Students91%
Female92%
Male90%
Black or African American93%
Asian96%
Hispanic85%
Multiracialn/a
American Indian or Alaska Native88%
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged83%
Not economically disadvantaged93%
Special education75%
Not special education92%
Limited English proficient (LEP)73%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

English I Reading

All Students91%
Female93%
Male89%
Black or African American88%
Asian90%
Hispanic93%
Multiracial96%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged83%
Not economically disadvantaged93%
Special education54%
Not special education93%
Limited English proficient (LEP)46%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

English I Writing

All Students77%
Female84%
Male71%
Black or African American73%
Asian81%
Hispanic72%
Multiracial93%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged67%
Not economically disadvantaged80%
Special education23%
Not special education80%
Limited English proficient (LEP)29%
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented98%
Non-Gifted74%
Bilingualn/a

English II Reading

All Students90%
Female91%
Male89%
Black or African American87%
Asian90%
Hispanic89%
Multiracialn/a
American Indian or Alaska Native78%
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged81%
Not economically disadvantaged92%
Special education52%
Not special education92%
Limited English proficient (LEP)50%
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

English II Writing

All Students66%
Female72%
Male60%
Black or African American63%
Asian77%
Hispanic56%
Multiracialn/a
American Indian or Alaska Native44%
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged45%
Not economically disadvantaged71%
Special education19%
Not special education68%
Limited English proficient (LEP)11%
Proficient in English68%
Migrantn/a
Non-migrant66%
Gifted/talented98%
Non-Gifted62%
Bilingualn/a

English III Reading

All Students81%
Female88%
Male75%
Black or African American71%
Asian89%
Hispanic82%
Multiracialn/a
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged65%
Not economically disadvantaged86%
Special educationn/a
Not special education81%
Limited English proficient (LEP)67%
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted80%

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Students94%
Female94%
Male94%
Black or African American98%
Asian98%
Hispanic94%
Multiracial100%
American Indian or Alaska Native75%
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged90%
Not economically disadvantaged95%
Special education84%
Not special education95%
Limited English proficient (LEP)85%
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Non-Gifted93%
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Students91%
Female88%
Male94%
Black or African American89%
Asian94%
Hispanic92%
Multiracial100%
American Indian or Alaska Native83%
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged87%
Not economically disadvantaged93%
Special education62%
Not special education92%
Limited English proficient (LEP)64%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

World History

All Students84%
Female85%
Male83%
Black or African American80%
Asian93%
Hispanic78%
Multiracialn/a
American Indian or Alaska Native86%
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged74%
Not economically disadvantaged87%
Special education43%
Not special education86%
Limited English proficient (LEP)50%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

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 57% 29%
Hispanic 21% 52%
Asian or Pacific Islander 9% 4%
Black 8% 13%
Two or more races 4% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 2%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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9450 Ray White Road
Keller, TX 76244
Website: Click here
Phone: (817) 744-2000

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