No Child Left Behind - Essay Example

eir demands and requirements, in spite of claims that this recent legislative process will enhance the academic performance of the elementary and secondary schools in the United States. Nevertheless, evaluations between adolescent literacy investigation and the recent U.S. federal guidelines offer a distinct opportunity to analyze what people have gained knowledge about adolescent literacy, re-verifying and bolstering some of people’s ideas and raising concerns about prospective directions (Stecher, 2003).

Recognizing the matters surrounding learners with disabilities within a standards-governed system necessitates an acknowledgement of the vagueness between the ideas of individual rights as it has developed at the latter stage of the twentieth century in United States and an educational scheme that advances a normative perspective of fairness. Basically, both ideas surfaced from an understanding of the legitimate assurance to the right to life, liberty and the pursuit of happiness. The framework of individual rights perceives that every individual would evenly enter into and revenue from societal organizations.

This initial interpretation of individual rights in the United States asserted in contrary to the government’s control of economic or social systems, involving schools, and education was legitimately postponed to each American state. An important transition in this construct of individual rights started when reformers initiated to perceive government’s objectivity or nonparticipation from intervention with the individual as detrimental to many (ibid). People of race, the impoverished and the disabled were not safeguarded under the former ideas of individual rights and, as a matter of fact, were rejected access to the same privileges that others enjoy.

Though it should be a concern of educators that every child performs at an early level of literacy, it is merely as significant to take note of the learning demands of those who perform well