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In 2009, the Programme for International Student Assessment (PISA), published by the Organisation for Economic Co-operation and Development (OECD), ranked New Zealand 7th best at science and reading in the world, and 13th in maths.
Prior to the arrival of Europeans, Māori ran schools to pass on tradition knowledge including songs, chants, tribal history, spiritual understanding and knowledge of medicinal plants.
To get an exemption from enrolment at a registered school, they must satisfy the Secretary of Education that their child will be taught "as regularly and as well as in a registered school".
Disabled students with special educational needs can stay until the end of the calendar year they turn 21.
The Ministry of Education draws a distinction between academic and funding year levels, the latter being based on when a student first starts school—students first starting school after July, who therefore do not appear on the July roll returns, are classified as being in Funding Year 0 that year, and are recorded as being in Year 1 on the next year's roll returns. Depending on the area, the last two years of primary education may be taken at a primary school, at a secondary school, or at a separate intermediate school.
Students generally transition to secondary education at age 12–13. All state and state integrated schools follow the national curriculum: The New Zealand Curriculum (NZC) for English-medium schools and Te Marautanga o Aotearoa (TMo A) for Māori-medium schools.
In the 1850s a Māori trade school was established at Te Awamutu by John Gorst to teach Māori practical skills associated with European-style farming, In 1853 missionaries Mr and Mrs Ashwell had been running a school for 50 Māori girls for 3 years at Taupiri in the Waikato, teaching arithmetic and reading.
State-integrated schools are former private schools which have chosen to integrate into the state education system, becoming state schools but retaining their special character.
The Young Māori Party MPs, especially Sir Maui Pomare and Ngata, advocated the teaching of Māori children using English, as well as teaching hygiene to lower the Māori sickness and death rates.