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P.S. NAGARBEHRA PARSHURAMPUR
Schools world Rating: 0.8/5
Area : | NAGARBEHRA, PARSHURAMPUR |
District : | BASTI |
State : | UTTAR PRADESH |
Pincode : | 272120 |
Established in Year : | 1989 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 157 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 4 |
No of non-class rooms: | 2 |
No of black boards: | 1 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 79 |
Student Classroom Ratio: | 39 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 100 |
Description:
The school P.S. NAGARBEHRA is located in the area NAGARBEHRA of PARSHURAMPUR. P.S. NAGARBEHRA is in the BASTI district of UTTAR PRADESH state. pincode is 272120. P.S. NAGARBEHRA PARSHURAMPUR was establised in the year 1989. The management of P.S. NAGARBEHRA is Dept. of Education. P.S. NAGARBEHRA is a Primary only school. The coeducation status of P.S. NAGARBEHRA is Co-Educational. The residential status of P.S. NAGARBEHRA is No. and the residential type of P.S. NAGARBEHRA is Not Applicable. The total number of students in P.S. NAGARBEHRA PARSHURAMPUR is 157. The total number of teachers in P.S. NAGARBEHRA PARSHURAMPUR is 1. The total number of non teaching staff in P.S. NAGARBEHRA is 0. The medium of instruction in P.S. NAGARBEHRA is Hindi. The total number of class rooms in P.S. NAGARBEHRA is 4. The total number of other rooms in P.S. NAGARBEHRA is 2. The total number of black boards in P.S. NAGARBEHRA is 1. The total number of books in the library of P.S. NAGARBEHRA is 0. The total number of computers in P.S. NAGARBEHRA PARSHURAMPUR is 0. The student teacher ratio of P.S. NAGARBEHRA PARSHURAMPUR is 79.00000. The student classroom ratio of P.S. NAGARBEHRA is 39.00000. The pass percentage of P.S. NAGARBEHRA is 100.00000. The percentage of students who scored first class in P.S. NAGARBEHRA is 100.00000.
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