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John F Hughes Elementary School in Utica, NY
(KG-06 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 11
Address
 24 PROSPECT ST
Utica, NY 13501
Telephone
(315) 368-6620
(make sure to verify first before calling)
Website
http://www.uticacsd.org
City-data.com school rating
11
Students
452
Classroom Teachers (FTE)
27.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
372
Reduced-price lunch
eligible students
10
School district
UTICA CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
Yes
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
PERRY JUNIOR HIGH SCHOOL (1.6 miles):

88
ROBERT L BRADLEY ELEMENTARY SCHOOL (1.4 miles):

87
NEW HARTFORD SENIOR HIGH SCHOOL (1.4 miles):

81
HUGHES ELEMENTARY SCHOOL (1.5 miles):

80
HUGH R JONES ELEMENTARY SCHOOL (0.8 miles):

30
SENATOR JAMES H DONOVAN MIDDLE SCHOOL (1.3 miles):

14
John F Hughes Elementary School:

11
WATSON WILLIAMS ELEMENTARY SCHOOL (1.0 miles):

7
KERNAN ELEMENTARY SCHOOL (1.6 miles):

2
John F Hughes Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Oneida County:

48
Utica:

21
John F Hughes Elementary School:

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 452
Enrollment in 2015: 442
Enrollment in 2014: 462
Enrollment in 2013: 453
Enrollment in 2012: 502
Enrollment in 2011: 434
Enrollment in 2010: 418
Enrollment in 2009: 407
Enrollment in 2008: 419
Enrollment in 2007: 434
Enrollment in 2006: 439
Enrollment in 2005: 441
Enrollment in 2004: 512
Enrollment in 2003: 456
Enrollment in 2002: 447
Enrollment in 2001: 435
Enrollment in 2000: 410
Enrollment in 1999: 384

John F Hughes Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06Total
All students60616856747360452
Female students30263728384129229
Male students30353128363231223
Asian students1210161118151193
Hispanic students1512111020121292
Black students10201618181918119
White students20142013122218119
Two or More Races students355465129

Enrollment by grade:
Kindergarten enrollment: 60
1st grade enrollment: 61
2nd grade enrollment: 68
3rd grade enrollment: 56
4th grade enrollment: 74
5th grade enrollment: 73
6th grade enrollment: 60

John F Hughes Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 229 (50.7%)
Here:

50.7%
State:

51.1%
Male enrollment: 223 (49.3%)
John F Hughes Elementary School:

49.3%
State:

47.5%

John F Hughes Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 93 (20.6%)
Here:

20.6%
New York:

4.6%
Hispanic enrollment: 92 (20.4%)
School:

20.4%
New York:

9.2%
Black enrollment: 119 (26.3%)
John F Hughes Elementary School:

26.3%
State:

12.0%
White enrollment: 119 (26.3%)
Here:

26.3%
State:

55.1%
Two or More Races enrollment: 29 (6.4%)
School:

6.4%
State:

2.9%

John F Hughes Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 382 (84.5%)
Here:

84.5%
State:

52.7%
Free lunch eligible students: 372 (82.3%)
School:

82.3%
New York:

45.4%
Reduced-price lunch eligible students: 10 (2.2%)
Here:

2.2%
New York:

4.8%

John F Hughes Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 22

Teachers and support:
Show data for
Classroom Teachers (FTE): 27

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 12
Number of FTE security guards: 4
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

16.8
State:

14.0
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 16

Total number of classes taught: 51


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 2

John F Hughes Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,943,268
  • Full-time Equivalency Count of Teachers: 28 (Salary Expenditures: $1,943,268)
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $278,063)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $84,770)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $96,880)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $312,282
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $459,713
  • Salary Expenditures for Teachers: $1,665,205
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $278,063)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $84,770)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $96,880)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $312,282

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian61
  • Black19
  • White7
  • Multirace2
  • IDEA7
Students Enrolled in LEP Programs: 105 (male: 53, female: 52)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 61 (male: 32, female: 29)
  • Black: 19 (male: 11, female: 8)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic14
  • Black23
  • White20
  • LEP14
Students with disabilities served under IDEA: 57 (male: 36, female: 21)
  • Hispanic: 14 (male: 7, female: 7)
  • Black: 23 (male: 16, female: 7)
  • White: 20 (male: 13, female: 7)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Asian4
  • Black2
  • White13
  • LEP16
Students with disabilities served under Section 504: 19 (male: 12, female: 7)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)

Retention:
Show data for

(State average from 836 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all female)
  • Hispanic: 2

Percent of Kindergarten students retained
John F Hughes Elementary School:

3.3%
New York:

5.4%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(State average from 2,439 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All274
  • Males276
  • Females273
  • Asian266
  • Black269
  • White287
  • IDEA249
ELA students tested with valid scores: 63
Computed mean of student ELA scores: 274

ELA Students scoring proficient and above:

6%
New York:

43%

Students scoring at Level 1: 67%
Students scoring at Level 2: 27%
Students scoring at Level 3: 6%
Students scoring at Level 4: 0%

67%
27%
6%

    MATH Mean Score (3rd Grade)

  • All274
  • Males278
  • Females269
  • Asian278
  • Black258
  • White288
  • IDEA239
Math students tested with valid scores: 63
Computed mean of student Math scores: 274

Math Students scoring proficient and above:

19%
State:

49%

Students scoring at Level 1: 60%
Students scoring at Level 2: 21%
Students scoring at Level 3: 16%
Students scoring at Level 4: 3%

60%
21%
16%
3%
4th Grade:

    ELA Mean Score (4th Grade)

  • All285
  • Males277
  • Females294
  • Asian273
  • Black282
  • White302
  • IDEA277
ELA students tested with valid scores: 55
Computed mean of student ELA scores: 285

ELA Students scoring proficient and above:

26%
State:

41%

Students scoring at Level 1: 47%
Students scoring at Level 2: 27%
Students scoring at Level 3: 24%
Students scoring at Level 4: 2%

47%
27%
24%
2%

    MATH Mean Score (4th Grade)

  • All286
  • Males282
  • Females290
  • Asian286
  • Black271
  • White312
  • IDEA278
Math students tested with valid scores: 56
Computed mean of student Math scores: 286

Math Students scoring proficient and above:

27%
New York:

43%

Students scoring at Level 1: 46%
Students scoring at Level 2: 27%
Students scoring at Level 3: 20%
Students scoring at Level 4: 7%

46%
27%
20%
7%

    SCI Mean Score (4th Grade)

  • All73
  • Males74
  • Females72
  • Asian66
  • Black69
  • White84
  • IDEA71
Science students tested with valid scores: 56
Computed mean of student Science scores: 73

Science Students scoring proficient and above:

79%
New York:

87%

Students scoring at Level 1: 16%
Students scoring at Level 2: 5%
Students scoring at Level 3: 45%
Students scoring at Level 4: 34%

16%
5%
45%
34%
5th Grade:

    ELA Mean Score (5th Grade)

  • All275
  • Males274
  • Females275
  • Hispanic275
  • Asian262
  • Black268
  • IDEA276
ELA students tested with valid scores: 68
Computed mean of student ELA scores: 275

ELA Students scoring proficient and above:

15%
State:

35%

Students scoring at Level 1: 65%
Students scoring at Level 2: 21%
Students scoring at Level 3: 12%
Students scoring at Level 4: 3%

65%
21%
12%
3%

    MATH Mean Score (5th Grade)

  • All280
  • Males284
  • Females276
  • Hispanic271
  • Asian282
  • Black267
  • IDEA270
Math students tested with valid scores: 71
Computed mean of student Math scores: 280

Math Students scoring proficient and above:

17%
State:

43%

Students scoring at Level 1: 59%
Students scoring at Level 2: 24%
Students scoring at Level 3: 11%
Students scoring at Level 4: 6%

59%
24%
11%
6%
6th Grade:

    ELA Mean Score (6th Grade)

  • All288
  • Males274
  • Females302
  • Asian293
  • Black274
  • White293
  • IDEA242
ELA students tested with valid scores: 55
Computed mean of student ELA scores: 288

ELA Students scoring proficient and above:

28%
State:

30%

Students scoring at Level 1: 31%
Students scoring at Level 2: 42%
Students scoring at Level 3: 24%
Students scoring at Level 4: 4%

31%
42%
24%
4%

    MATH Mean Score (6th Grade)

  • All289
  • Males283
  • Females294
  • Asian297
  • Black276
  • White288
  • IDEA243
Math students tested with valid scores: 60
Computed mean of student Math scores: 289

Math Students scoring proficient and above:

20%
State:

38%

Students scoring at Level 1: 40%
Students scoring at Level 2: 40%
Students scoring at Level 3: 12%
Students scoring at Level 4: 8%

40%
40%
12%
8%

The New York State English as a Second Language Achievement Test:
Show data for

(State average from 1,219 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.

John F Hughes Elementary School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

43%
State:

64%

Students scoring at Entering Level: 29%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 14%
Students scoring at Expanding Level: 43%
Students scoring at Commanding Level: 0%

29%
14%
14%
43%
1st Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above:

13%
New York:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 63%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 13%
Students scoring at Commanding Level: 0%

63%
25%
13%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All30%
  • Males20%
  • Females51%
  • Asian33%
  • Black22%
Students tested with valid scores: 23
Scoring at Expanding Level or above:

30%
State:

63%

Students scoring at Entering Level: 4%
Students scoring at Emerging Level: 30%
Students scoring at Transitioning Level: 35%
Students scoring at Expanding Level: 26%
Students scoring at Commanding Level: 4%

4%
30%
35%
26%
4%
3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All16%
  • Males25%
  • Females8%
  • Asian27%
Students tested with valid scores: 25
Scoring at Expanding Level or above:

16%
State:

57%

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 36%
Students scoring at Transitioning Level: 40%
Students scoring at Expanding Level: 16%
Students scoring at Commanding Level: 0%

8%
36%
40%
16%
4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All50%
  • Males67%
  • Females38%
  • Asian55%
Students tested with valid scores: 14
Scoring at Expanding Level or above:

50%
State:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 29%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 43%
Students scoring at Commanding Level: 7%

29%
21%
43%
7%
5th Grade:

    Scoring at Expanding Level or above (5th Grade)

  • All50%
  • Males55%
  • Females46%
  • Asian60%
Students tested with valid scores: 24
Scoring at Expanding Level or above:

50%
State:

58%

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 21%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 46%
Students scoring at Commanding Level: 4%

8%
21%
21%
46%
4%
6th Grade:

    Scoring at Expanding Level or above (6th Grade)

  • All50%
  • Males38%
  • Females66%
  • Asian43%
Students tested with valid scores: 14
Scoring at Expanding Level or above:

50%
New York:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 21%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 29%
Students scoring at Commanding Level: 21%

21%
29%
29%
21%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 60
Percent of enrolled students with valid test scores: 93%

Performance Index (PI):

165
State:

174
Effective Annual Measurable Objective (EAMO): 176
Safe harbor target: 132
Elementary/Middle-Level Math:

    Elementary/Middle-Level Math - Performance Index (PI)

  • All71
  • Males69
  • Females72
  • Hispanic60
  • Asian77
  • Black39
  • White98
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 544
Percent of enrolled students with valid test scores: 87%

Performance Index (PI):

71
New York:

114
Effective Annual Measurable Objective (EAMO): 102
Safe harbor target: 90
Elementary/Middle-Level ELA:

    Elementary/Middle-Level ELA - Performance Index (PI)

  • All65
  • Males53
  • Females78
  • Hispanic52
  • Asian56
  • Black48
  • White98
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 546
Percent of enrolled students with valid test scores: 91%

Performance Index (PI):

65
State:

113
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 79

Health & Safety


Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
John F Hughes Elementary School:

2.2
State:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2


Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic25
  • Asian7
  • Black25
  • White31
  • Multirace13
  • LEP16
  • IDEA22
  • 5044
Chronic Student Absenteeism: 101 (male: 43, female: 58)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 7 (male: 5, female: 2)
  • Black: 25 (male: 11, female: 14)
  • White: 31 (male: 14, female: 17)
  • Two or More Races: 13 (male: 2, female: 11)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
John F Hughes Elementary School:

223.5
New York:

179.4

Suspensions:
Show data for

(State average from 569 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic20
  • Asian6
  • Black20
  • White14
  • Multirace7
  • LEP8
  • IDEA14
School days missed due to out-of-school suspension: 67 (male: 55, female: 12)
  • Hispanic: 20 (male: 15, female: 5)
  • Asian: 6 (all male)
  • Black: 20 (male: 17, female: 3)
  • White: 14 (male: 10, female: 4)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
  • Individuals With Disabilities Education Act (IDEA): 14 (all male)

    Students without disabilities receiving one or more in-school suspension

  • Black2
  • White2
  • Multirace4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 8 (male: 6, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Asian2
  • Black7
  • White4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 15 (male: 11, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Students with disabilities receiving one or more in-school suspension: 2 (all female)
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2

Expulsions:
Show data for

(State average from 286 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion with educational services: 5 (all male)
  • Black: 5

Students with Disabilities who received an expulsion with educational services per 1,000 students
John F Hughes Elementary School:

11.1
State:

4.2

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