Access to quality education is supposedly a given right for New Zealand children.
But a new report indicating thousands of children are spending most of their learning years at poorly performing schools and New Zealand pupils are "languishing''in basic reading, maths and science compared with international counterparts suggests some are being denied that right.
Signal Loss: What we know about school performance - was released last week and is the first of three reports into New Zealand's education performance.
The most startling concern was that a third of this country's underperforming schools have been that way for up to 10 years despite Government intervention and support.
What that means is some pupils will never have experienced anything other than a below-par education.
They have been denied the chance to flourish under an inspiring teacher or reap the benefits of an efficient, well resourced school.
Based on an analysis of ERO data, the report found as of June last year about 70% (1765) of all schools were performing well and 20% of schools (475) produced consistent high-quality performance.
However, of the 786 schools reviewed by ERO in the 2014-15 year, 33 out of 103 already poorly performing schools had not improved enough to move up a category, despite interventions.
It is not just poorly performing schools which have been highlighted in the report.
New Zealand pupils, we are told, are "languishing'' in basic reading, maths and science compared with their international counterparts, amid a "systemic failure'' in identifying good and bad performance in schools.
Both student and teacher performances are not being properly measured or assessed.
Measuring student achievement did not factor in the amount of progress a student has made, or whether they are reaching their full potential.
It questioned how students can be improving in domestic tests, while falling down the ranks in international exams.
So who is to blame - the Government, ERO, principals, teachers or school boards?
It is easy to point the finger at those working at the coal face - the principals, teachers and school boards.
But let's not forget many are operating under trying conditions.
Not every school has state-of-the-art technology, warm classrooms and a seemingly endless budget.
Many schools are based in low socioeconomic areas, where parents cannot afford donations to help fund the school.
Schools might have students with learning difficulties or problems at home and not enough staff or equipment to adequately address those issues.
Ultimately, the Government carries responsibility for education in this country.
Its job is to ensure the appropriate funding, staff and support are in place for schools to function to the best of their ability.
It is not acceptable for a child's education to be hindered because the school is not operating at an appropriate level.
If principals or teachers are not capable of providing that education, then they should be replaced by those who can.
ERO has had some success working with schools that were struggling and has changed its approach from asking about general performance to asking if primary schools are making sure that every single student is achieving at the level they need to.
They question schools about what they know about their pupils and what are they doing to make a difference.
Not every pupil will go on to tertiary study, or want to. But schools have an obligation to provide the best education and opportunities they can for each child, no matter their learning ability.
If this country is to prosper in the years ahead, quality education for our children is imperative.
The Government needs to take the report's findings on board and act quickly and efficiently.
