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SANJAI SMRITI JHS DALMAU
Schools world Rating: 1.3/5
Area : | ASADHIYAVAN, DALMAU |
District : | RAE BARELI |
State : | UTTAR PRADESH |
Pincode : | 229203 |
Established in Year : | 1985 |
Management : | Pvt. Unaided |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 140 |
|
School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 1 |
No of class rooms: | 1 |
No of non-class rooms: | 1 |
No of black boards: | 3 |
Library: | No
|
No of computers: | 0 |
Student Teacher Ratio: | 70 |
Student Classroom Ratio: | 140 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 94.83 |
Description:
The school SANJAI SMRITI JHS is located in the area ASADHIYAVAN of DALMAU. SANJAI SMRITI JHS is in the RAE BARELI district of UTTAR PRADESH state. pincode is 229203. SANJAI SMRITI JHS DALMAU was establised in the year 1985. The management of SANJAI SMRITI JHS is Pvt. Unaided. SANJAI SMRITI JHS is a Upper P. only school. The coeducation status of SANJAI SMRITI JHS is Co-Educational. The residential status of SANJAI SMRITI JHS is No. and the residential type of SANJAI SMRITI JHS is Not Applicable. The total number of students in SANJAI SMRITI JHS DALMAU is 140. The total number of teachers in SANJAI SMRITI JHS DALMAU is 2. The total number of non teaching staff in SANJAI SMRITI JHS is 1. The medium of instruction in SANJAI SMRITI JHS is Hindi. The total number of class rooms in SANJAI SMRITI JHS is 1. The total number of other rooms in SANJAI SMRITI JHS is 1. The total number of black boards in SANJAI SMRITI JHS is 3. The total number of books in the library of SANJAI SMRITI JHS is 0. The total number of computers in SANJAI SMRITI JHS DALMAU is 0. The student teacher ratio of SANJAI SMRITI JHS DALMAU is 70.00000. The student classroom ratio of SANJAI SMRITI JHS is 140.00000. The pass percentage of SANJAI SMRITI JHS is 100.00000. The percentage of students who scored first class in SANJAI SMRITI JHS is 94.83000.
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