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GreatSchools Rating

George Mason High School

Public | 8-12 | 867 students

Student diversity

Looks like we have no information about the race or ethnicity of the student body.

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted October 30, 2014

I'm a former student and now a parent of a student. Yes there are drastic difference in student home lives but we have one of the smallest public schools in the area! You have the rich and poor right next to each other and not much between them, however I think it's the parents fault for not teaching their child to respect everyone no matter what. I had a great education without doing any extras really. Yes the teachers push you hard and expect the best but my first year in college was so easy because it was mostly review. It showed how advanced our education can be in the FCCPS school system. I will not move out of this area until my child graduations from Mason because their education is one of the best! Fairfax, Arlington, Alexandria or any other close district can't come close to what this school district can offer.


Posted October 1, 2014

As a parent, I've heard students' comments similar to the the post below. Also from other sources (outside counselors; parents) that this is not a friendly school. Students are cliquish, administration doesn't intervene. We had about 60% of the teachers who are truly wonderful, 20% so so, and 20% flaky.
—Submitted by a parent


Posted September 30, 2014

I went here. I was bullied, put on a hate last on fb, ridiculed by students every day, was told I was ugly and worthless, every time I spoke students would tell me to shut up and teachers never intervened. I was also asked to prom as a "joke". Smell the coffee you oblivious parents. You didn't know what it was like to go home to a dying parent, and then go back to school only to be ridiculed on the daily for 4 solid years. I have never felt more alone and hopeless in my life. I also had a cross country coach who pushed me past the point of obvious injury and resulted in having 3 stress fractures and osteoporosis. Considering I was an all state runner, she wasn't willing to let me take the time to heal since I was status and win(s) in her eyes. Some of the parents on here are so completely oblivious to the reality of GMHS. You didn't know what it was like to go home to a dying parent, and then go back to an awful high school only to be ridiculed on the daily for 4 solid years. I have never felt more alone and hopeless in my life.


Posted September 9, 2014

I grew up in FC my whole life and switched to from private to public school in high school. My experience was that unless you were in the IB program, your mere existence was treated as insignificant. Many of the students were full of it whether it be money or status. I was bullied daily and ridiculed nonstop to the point I was on a Facebook hate list;most everything was lies. I was nice to everyone every day despite hating my life there. I became depressed after my dad had a stroke and then was asked to prom as a joke. The teachers watched the insults and bullying occur and never intervened or acknowledged it. I was also told I would never get into a real college thanks to the college counselor Ms. Bracken. Turns out I got a scholarship to the best art school in the nation and 3rd in the world. After that, the school wanted me to give a speech about how much GMHS helped me get ready for college. Moreover, there was Ms. Gantz who accused me of having discalculia without any grounds for saying such an accusatory statement when all she truly cared about was winning a teaching award for filming us while learning. I really pity all the students who are simple themselves.


Posted January 1, 2014

First, the education here is just excellent IF you make it so. I was an IB Diploma recipient here & I cannot stress how easy college feels now because of the workload & types of assignments I received here. Sports teams are demanding and successful. Teachers are EXCELLENT. Great community here ..somehow..despite deep socioeconomic divides among student groups. The administration is so committed, & it shows. IB diploma program is exceptional, but the grade deflation here may hurt students who choose to pursue anything outside of academics, or aren't EXTREMELY organized. Problems: There's a fair share of kids who disrupt classes, make problems bigger, act stupid , etc. as if self-control is a foreign concept. The administration can't do anything much but assign them detentions & leave them to chill with the security guards per usual. College counseling is a JOKE & often does injustice to Mason's caliber of student. I'd suggest getting a private college counselor & pursuing as much IB coursework as you can without getting the full Diploma...the extra stuff only builds unnecessary pressure. In the end, grades matter more & are the stepping stones to "interesting" pursuits.


Posted May 2, 2013

I'm a current student here, and although I don't like it very much, there's more good than bad. Classes are interesting and challenging; I have harder and more challenging work than any of my friends from other schools, and the classes really make you think. Most teachers are generally helpful and caring, though if you need extra help, you need to ask for it. Going here can be very, very, stressful and not getting enough sleep if a problem. There are definitely a few bad teachers, but studying hard and using the schools many tutoring options can offset that. There is a huge focus on the IB program, and a lot of pressure to do the full diploma. The school has a pretty competitive atmosphere, and a decent amount of cheating, which is really irritating for those of us that are honest. People are welcoming to new kids, and it's easy to find a group you fit in. Some people are definitely snobs and if you don't come from a family with a lot of money, you can feel out of place. There are a lot of chances to get involved, and good variety; join a few things your first year and see what fits you. The principal great and supportive of all the teams, and the counseling department is helpful.


Posted July 18, 2012

George Mason is an excellent school. Having been in education for over 20 years, I recognize an amazing educational environment. Teachers care about students; the administration works with teachers, parents and students to build a welcoming community; and the IB program is challenging. My only concern is a small group of parents who continue to hound the administration and degrade the school division based on their personal agendas. If you can avoid that group, your children will have a wonderful experience.
—Submitted by a parent


Posted May 3, 2012

We moved to Falls Church City because of this school. It's a small high school with a real community feel. They have an active IB program, excellent music program, lots of sports teams, great robotics team, foreign language exchange program. Not every teacher is great--no school can say that--but some are really excellent. And the principal always shows up. He's at games, tournaments, concerts; he's outside every single morning greeting the kids as they come into the school.
—Submitted by a parent


Posted February 27, 2011

If your child is bright and has an IEP then this is a scary place. As a parent you will have to be the case manager and the Administration is much more interested in following the law then helping your child be successful. They will drag their feet all year and do nothing to help you. There is no one to go to for help because the Superintendent will not help you. If you have a child with an IEP I would suggest Arlington or Fairfax. George Mason just fired their best special ed teacher, the only one that really knew what he was doing and had the will to do it. Sad state of affairs there. I suppose the reviews for general education students might be true but I don't enjoy that world, my child is special ed and our experience is so different.
—Submitted by a parent


Posted October 14, 2010

My child was a student for four years at George Mason. We returned to the US from living overseas so she could attend high school here, and interviewed several public schools that offered the IB program in both Virginia and Maryland. Mason seemed the best of them, and we relocated to Falls Church specifically so she could go there. It was a good choice. She did the IB program and graduated with the full IB diploma. I was struck by the great support she received from the IB program coordinator and the guidance counselors. As a senior, she was accepted at most of the colleges she applied to, and has since flourished at the highly selective college she chose to attend. The challenging academics at Mason certainly played a large role. One of the best public high schools in Northern Virginia, I've no doubt
—Submitted by a parent


Posted July 20, 2010

Boy, we've moved around alot! One lesson I've learned is that your child feeling like part of the community is crucial! This school is so wonderful! They care about the needs of each student...and they place their resources behind that! I KNOW that firsthand...and as my son has told me, there is a real feeling of belonging. You will find kids from all walks of life..rich, poor, white, not white, driven, lazy...and for the most part, they are accepted. I'm so thankful for this school! We've been through some major challenges before landing here, and I am SO thankful that my son is at George Mason. It's a wonderful balance of academics and social acceptance...so key for our teenage kids.
—Submitted by a parent


Posted April 13, 2010

Everything about it is great --environment, teachers, students, clubs, creative classes, size-- and it rates while students go on to productive, happy futures. ...Given today's budget issues, we are trying our best not to cut anything-- help us help our school, and all the educators and students in it!


Posted December 15, 2009

This school is truly amazing. Ever since the day my family stepped in the building it was inclusive. I have learned that a lot of embassy and military children go to Mason so the kids there are very good about including everyone and most importantly the teachers. The guidance department makes transferring very easy. The academics are top notch, one of the most difficult in VA. The sports are great, they won the sports illustrated award for the best sports school in VA beating out much larger schools. The school very much rivals all private schools in academics in fact about twenty kids pay over 14 thousand dollars just to attend Mason. If you are thinking about moving to northern Virginia set up a meeting to tour the school, because this is one of those school that you do not want to miss.
—Submitted by a parent


Posted April 12, 2009

Even with the recent replacement of principal Mr. Snee, the school did not lose its inclusive atmosphere. With a small student population of 800+ students dispersed throughout 5 grades, teachers are able to work one on one with students. This website is somewhat misleading as GMHS works almost entirely through the IB program, not AP. IB is more challenging as IB grade are determined by both internal and external assesments. The IB Diploma itself requires students to take 7 IB courses, the average AP student only takes 3 or 4 AP classes. However, I stress that AP is not more difficult in terms of workload. GMHS is flawed in that it creates impractical standards. A survey was taken by a senior in 2009 of students that have taken on the full requirements of the IB Diploma. The survey displayed that the average IB student got only 4 hours of
—Submitted by a student


Posted March 13, 2009

No school is perfect, but Mason has one of the most welcoming environments to be found in a public high school. I have some issues with the IB program, but the teachers, Mr. Snee, and the students all make learning enjoyable, safe, and possible. George Mason will meet students wherever they are. If you really want to learn and stretch yourself, the school will meet you halfway there.
—Submitted by a student


Posted September 30, 2008

I am so impressed with the school. There is such a friendly and enthusiastic attitude demonstrated by the students and teachers. The scholastics are top notch. I could not imagine more from even top private schools in N.VA.
—Submitted by a parent


Posted September 29, 2008

The teachers, the curriculum, and general atmosphere of interest in learning prepared me exceptionally for my future studies. In comparing high schools with others during college and grad school, I have found few that prepared others as well as this school prepared me.
—Submitted by a student


Posted September 29, 2007

There are few words to describe this nurturing and challenging educational community. GMHS ensures the growth and development of every student from the most advanced to the most challenged learner. The administration and teaching staff are committed to the success of the individual and to communicating the joy of lifelong learning.
—Submitted by a parent


Posted September 28, 2007

This school continues to give my child all the tools to success. As soon as an 8th Grader comes into the High School setting, this school takes the time to acknowledge the change and has set up the Triad Academy, which is course that enables the child to catch up on work and go on at their own pace and get used to the High School Life and pace. George Mason High School really goes out of their way to see their children succeed in their academics.
—Submitted by a parent


Posted November 13, 2004

This school is excellent beyond imagination!
—Submitted by a student


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: Reading

The state average for English: Reading was 71% in 2013.

178 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
96%

2011

 
 
97%

2010

 
 
93%
English: Writing

The state average for English: Writing was 70% in 2013.

186 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
96%

2011

 
 
96%

2010

 
 
94%
History and Social Science

The state average for History and Social Science was 88% in 2012.

2012

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 62% in 2013.

54 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
65%

2011

 
 
84%

2010

 
 
64%
Science

The state average for Science was 76% in 2013.

185 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
98%

2011

 
 
99%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, writing in grades 5 and 8, and science in grades in 3, 5 and 8. The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. The goal is for all students to pass the tests.

Source: Virginia Department of Education

English: Reading

All Students90%
Female students87%
Male students94%
Black studentsn/a
Asian students100%
Hispanic75%
Multiracialn/a
White students91%
Students identified as economically disadvantaged63%
Not economically disadvantaged93%
Students with disabilities52%
Students without disabilities95%
Limited English proficient studentsn/a
Proficient in English91%

English: Writing

All Students85%
Female students82%
Male students88%
Black studentsn/a
Asian students86%
Hispanic59%
Multiracialn/a
White students89%
Students identified as economically disadvantaged36%
Not economically disadvantaged89%
Students with disabilities32%
Students without disabilities93%
Limited English proficient students10%
Proficient in English89%

Math

All Students76%
Female students68%
Male students85%
Black studentsn/a
Asian studentsn/a
Hispanic60%
Multiracialn/a
White students83%
Students identified as economically disadvantaged40%
Not economically disadvantaged84%
Students with disabilities69%
Students without disabilities79%
Limited English proficient studentsn/a
Proficient in English79%

Science

All Students89%
Female students85%
Male students94%
Black studentsn/a
Asian students86%
Hispanic57%
Multiracialn/a
White students96%
Students identified as economically disadvantaged41%
Not economically disadvantaged94%
Students with disabilities50%
Students without disabilities95%
Limited English proficient students20%
Proficient in English93%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, writing in grades 5 and 8, and science in grades in 3, 5 and 8. The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. The goal is for all students to pass the tests.

The different student groups are identified by the Virginia Department of Education. Data is not reported when there are fewer than 10 students in a particular group in a school.

Source: Virginia Department of Education

  • In 2009-2010, this school was rated "Fully Accredited".
  • In 2008-2009, this school was rated "Fully Accredited".
  • In 2007-2008, this school was rated "Fully Accredited".

About the tests


Virginia school accreditation ratings reflect student achievement on Standards of Learning (SOL) tests and other assessments in English, history/social science, math and science. The 2009-2010 ratings are based on passing rates on tests taken during the 2008-2009 school year or on overall achievement during the three most recent years. Schools are identified as either Fully Accredited, Accredited with Warning, Conditionally Accredited or Accreditation Denied.

Source: Virginia Department of Education

Algebra I

The state average for Algebra I was 76% in 2013.

179 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
99%

2010

 
 
98%
Geometry

The state average for Geometry was 76% in 2013.

193 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
92%

2010

 
 
98%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.

Source: Virginia Department of Education

Algebra II

The state average for Algebra II was 76% in 2013.

182 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
84%

2011

 
 
98%

2010

 
 
94%
Biology

The state average for Biology was 83% in 2013.

200 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
99%

2010

 
 
97%
Chemistry

The state average for Chemistry was 86% in 2013.

167 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
99%

2010

 
 
97%
Earth Science

The state average for Earth Science was 83% in 2013.

67 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
99%

2010

 
 
91%
English: Reading

The state average for English: Reading was 89% in 2013.

190 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
98%

2011

 
 
96%

2010

 
 
98%
English: Writing

The state average for English: Writing was 87% in 2013.

187 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
99%

2011

 
 
97%

2010

 
 
95%
History and Social Science

The state average for History and Social Science was 77% in 2013.

2013

 
 
n/a
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a
Science

The state average for Science was 59% in 2013.

2013

 
 
n/a
Virginia and United States History

The state average for Virginia and United States History was 86% in 2013.

171 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
91%

2011

 
 
93%

2010

 
 
97%
World Geography

The state average for World Geography was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
World History I

The state average for World History I was 84% in 2013.

193 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
95%

2010

 
 
97%
World History II

The state average for World History II was 85% in 2013.

186 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
94%

2010

 
 
95%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.

Source: Virginia Department of Education

Algebra I

All Students97%
Female students97%
Male students98%
Black studentsn/a
Asian students100%
Hispanic90%
Multiracial100%
White students97%
Students identified as economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilities90%
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English98%

Geometry

All Students94%
Female students94%
Male students95%
Black studentsn/a
Asian students100%
Hispanic76%
Multiracial100%
White students96%
Students identified as economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilities73%
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English95%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.

The different student groups are identified by the Virginia 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: Virginia Department of Education

Algebra II

All Students90%
Female students90%
Male students89%
Black students73%
Asian students90%
Hispanic76%
Multiracial100%
White students92%
Students identified as economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilities67%
Students without disabilities91%
Limited English proficient studentsn/a
Proficient in English90%

Biology

All Students97%
Female students98%
Male students96%
Black students82%
Asian students100%
Hispanic94%
Multiracial91%
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilities81%
Students without disabilities99%
Limited English proficient studentsn/a
Proficient in English97%

Chemistry

All Students98%
Female students99%
Male students98%
Black studentsn/a
Asian students100%
Hispanic100%
Multiracial100%
White students98%
Students identified as economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilities92%
Students without disabilities99%
Limited English proficient studentsn/a
Proficient in English98%

Earth Science

All Students97%
Female students97%
Male students97%
Black studentsn/a
Asian studentsn/a
Hispanic100%
Multiracialn/a
White students98%
Students identified as economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilities93%
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English97%

English: Reading

All Students96%
Female students96%
Male students96%
Black studentsn/a
Asian students81%
Hispanic85%
Multiracial100%
White students98%
Students identified as economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilities86%
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English96%

English: Writing

All Students93%
Female students91%
Male students96%
Black studentsn/a
Asian students80%
Hispanic88%
Multiracial100%
White students95%
Students identified as economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilities64%
Students without disabilities97%
Limited English proficient studentsn/a
Proficient in English93%

History and Social Science

All Studentsn/a
Female studentsn/a
Male studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Math

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Science

All Studentsn/a
Female studentsn/a
Male studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Virginia and United States History

All Students97%
Female students98%
Male students95%
Black studentsn/a
Asian students100%
Hispanic90%
Multiracial100%
White students98%
Students identified as economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilities88%
Students without disabilities97%
Limited English proficient studentsn/a
Proficient in English97%

World Geography

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilitiesn/a
Limited English proficient studentsn/a
Proficient in Englishn/a

World History I

All Students93%
Female studentsn/a
Male students90%
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English92%

World History II

All Students96%
Female students95%
Male students98%
Black students90%
Asian students100%
Hispanic88%
Multiracial94%
White students98%
Students identified as economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilities87%
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English96%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.

The different student groups are identified by the Virginia 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: Virginia 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 »


Oops! We currently do not have any student 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.

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 »

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7124 Leesburg Pike
Falls Church, VA 22043
Phone: (703) 248-5500

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