{'fraction_non_alphanumeric': 0.008174386920980926, 'fraction_numerical': 0.005449591280653951, 'mean_word_length': 5.336206896551724, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A survey of classroom practices with third and fourth grade students in the United States

Advocates of special programs for gifted learners have claimed for years that the needs of gifted and talented students are not addressed in regular classrooms in the United States. Are these claims justifiable? The Classroom Practices Survey, conducted by the University of Connecticut site of The National Research Center on the Gifted and Talented, investigated this issue through a survey of nearly 4000 third and fourth grade classroom teachers. The results of this nationwide survey indicated that only a limited number of teachers make any modifications in their instructional and curricular practices with gifted and talented students.