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GSSS KHANNA (G) KHANNA
Schools world Rating: 1.6/5
Area : | WARD NO.6, KHANNA |
District : | LUDHIANA |
State : | PUNJAB |
Pincode : | 141401 |
Established in Year : | 1943 |
Management : | Dept. of Education |
Coeducation: | Girls only |
Medium of Instruction: | Punjabi
, Hindi
, English
| Total no of students: | 286 |
|
School Category : | U. Prim. + Sec/H.Sec |
Residential: | No
, Not Applicable |
No of Teachers: | 11 |
No of non teaching staff: | 0 |
No of class rooms: | 40 |
No of non-class rooms: | 11 |
No of black boards: | 49 |
Library: | Yes
, No of books: 8987
|
No of computers: | 38 |
Student Teacher Ratio: | 26 |
Student Classroom Ratio: | 7 |
Pass Percentage: | 52 |
Percentage of students who scored first class: | 7.69 |
Description:
The school GSSS KHANNA (G) is located in the area WARD NO.6 of KHANNA. GSSS KHANNA (G) is in the LUDHIANA district of PUNJAB state. pincode is 141401. GSSS KHANNA (G) KHANNA was establised in the year 1943. The management of GSSS KHANNA (G) is Dept. of Education. GSSS KHANNA (G) is a U. Prim. + Sec/H.Sec school. The coeducation status of GSSS KHANNA (G) is Girls only. The residential status of GSSS KHANNA (G) is No. and the residential type of GSSS KHANNA (G) is Not Applicable. The total number of students in GSSS KHANNA (G) KHANNA is 286. The total number of teachers in GSSS KHANNA (G) KHANNA is 11. The total number of non teaching staff in GSSS KHANNA (G) is 0. The medium of instruction in GSSS KHANNA (G) is Punjabi. The total number of class rooms in GSSS KHANNA (G) is 40. The total number of other rooms in GSSS KHANNA (G) is 11. The total number of black boards in GSSS KHANNA (G) is 49. The total number of books in the library of GSSS KHANNA (G) is 8987. The total number of computers in GSSS KHANNA (G) KHANNA is 38. The student teacher ratio of GSSS KHANNA (G) KHANNA is 26.00000. The student classroom ratio of GSSS KHANNA (G) is 7.00000. The pass percentage of GSSS KHANNA (G) is 52.00000. The percentage of students who scored first class in GSSS KHANNA (G) is 7.69000.
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