The Telangana State Board of Intermediate Education (TSBIE) is anticipated to announce the TS Inter Supplementary Results for both 1st and 2nd-year students soon, with reports suggesting a possible release date of June 16, 2025. The supplementary exams were conducted from May 22 to May 29, 2025. Students will be able to access their results on the official TSBIE website.

To check the results, students should visit tsbie.cgg.gov.in and click on the relevant link for their year. After entering their hall ticket number and other required details on the login page, they can submit the information to view their results. It is advisable for students to download and print their results for future reference.

In previous main exams held on April 22, pass percentages were reported at 66.89% for the first year and 71.37% for the second year. Notably, girls outperformed boys in both years' results, with pass rates of 73.8% for girls in the first year compared to 57.83% for boys; in the second year, girls had a pass rate of 74.21%, while boys stood at 57.31%. Students are encouraged to keep checking the official website for updates regarding result announcements and access links once they go live.

Original article

Upon thorough examination, it becomes evident that the article exhibits a range of biases, some of which are subtle, while others are more overt. One of the most striking biases present in the text is cultural and ideological bias, specifically rooted in nationalism. The article's focus on the Telangana State Board of Intermediate Education (TSBIE) and its supplementary results creates an implicit assumption that education is a national priority, reinforcing a nationalist worldview. This bias is further entrenched by the use of terms like "Telangana State" and "TSBIE," which emphasize the state's identity and authority.

Furthermore, linguistic and semantic bias are evident in the language used to describe students' performance. The article reports pass percentages for first-year students as 66.89% and second-year students as 71.37%, without providing any context or comparison to national or international standards. This framing creates an implicit assumption that these pass rates are satisfactory or even impressive, reinforcing a positive narrative about education in Telangana. Additionally, the use of emotionally charged language like "students will be able to access their results" creates a sense of excitement and anticipation, subtly nudging readers toward a more optimistic interpretation.

The text also exhibits racial and ethnic bias through its omission of relevant perspectives. There is no mention of any challenges faced by marginalized groups within Telangana's education system or any initiatives taken to address these issues. This selective framing creates an implicit assumption that all students have equal access to education and opportunities for success, ignoring potential systemic barriers faced by certain groups.

Economic and class-based bias are also present in the text through its emphasis on individual student performance rather than broader structural issues affecting education in Telangana. The article focuses on student pass rates without discussing factors like funding allocation, infrastructure development, or teacher training – all crucial aspects that can impact educational outcomes for students from different socioeconomic backgrounds.

Structural and institutional bias emerge when examining how systems of authority are implicitly defended or left uninterrogated within the text. The TSBIE is presented as an authoritative body responsible for conducting exams and announcing results without any critical evaluation or scrutiny of its processes or decisions. This reinforces an uncritical acceptance of existing power structures within education systems.

Confirmation bias is evident when considering how assumptions about student performance are presented without question or evidence from multiple sources being considered simultaneously with contradictory evidence if available at all times throughout this piece . Confirmation occurs here because there isn't enough data provided regarding other years’ performances so one cannot make comparisons between them . Furthermore , there isn't enough information shared regarding what exactly constitutes passing grades so readers aren’t given much context either .

Framing and narrative bias become apparent when analyzing how information is ordered within the text to nudge readers toward a preferred interpretation . For instance , after reporting pass percentages , it immediately follows with statistics showing girls outperforming boys . While this could be seen as highlighting positive trends , it also reinforces stereotypes about girls being inherently better at academics than boys .

Sources cited within this piece include no specific academic studies but rely heavily upon official announcements made by TSBIE officials themselves giving off impression they're presenting unchallenged facts based solely off those statements alone rather than incorporating diverse viewpoints outside those circles leading towards confirmation type narratives where only certain views get amplified over others