If your schools are anything like ours, I could make some suggestions...
Not sure if I'm reading you correctly here, but are you suggesting that N.Z.'s public schools are--or were--in a comparably deplorable states as those in the U.S.?
You can read all kinds of statistics and whatnots, but I'll give you some personal anecdotes:
My girlfriend (a Canadian) has a decade of teaching experience with high school kids--in Canada, Kuwait, Costa Rica, and the Czech Republic--and taught 9th graders in the U.S. (Philadelphia) during the past year. She was teaching 9th grade
advanced English courses, but by her assessment--based upon both the curriculum as well as the knowledge base and read/writing capabilities of the students--it was more like teaching average 7th graders.
I'm not a fan of the "blame the teachers" line of thinking, but the teachers certainly are a factor. Every day, I would hear little anecdotes about a co-worker who taught 12th grade English. The guy had no clue as to who Albert Camus or George Orwell were--
Orwell, seriously?! How does one even get through high school, let alone become a high school
English teacher, without knowing Orwell? I could go on, but I'm sure you get the picture: many of the teachers would not have been able to pass the examinations required for graduation from Canadian high schools.
On that matter of graduation: it's virtually impossible to hold a student back in the U.S. anymore--you know, "No Child Left Behind"? Moreover, disciplinary actions for behavioral misconduct are pretty freakin' lax, to say the least.
And while I mentioned that financial matters were hardly the only concern, they're still a pretty freakin' big concern: the Philadelphia school district laid off
1400 teachers this past year--and yet the superintendent of the district brings in roughly half a million per annum, has a
bodyguard, and is provided with a "company" car--wtf?! Of course, that company car business has partly to do with the current philosophy of running public schools as though they were corporations.
Teachers are explicity instructed to ignore the exceptional kids--'cuz they're gonna pass easily regardless, ignore the "hopeless" kids--'cuz they're gonna fail (the testing, that is, they'll still be moved on to the next grade) regardless, and just focus on the ones in the middle.
Anyhow, I'm curious to hear about N.Z. and your thoughts on the matter.