It is suggested that significant differences remain between ethnic groups in New Zealand, specifically the Maori and the non-Maori, or "Pakeha" (a term used by the Maori for New Zealanders of European descent), in terms of educational achievement. This gap exists despite emphasis placed on education as a means of reducing social inequality. These differences, when combined with similar disparities in other social indicators such as life expectancy, employment, and composition of prison populations, pose a significant challenge to the belief in equality, social justice, and the potential attainment and maintenance of social harmony. Statistics reveal that over one-half of Maori students who took School Certificate examinations received grades below that required to proceed, whereas only 26.5 percent of non-Maori received a similar grade. Access to and progress through schools has been changed significantly due to curriculum modifications, and greater attention is being paid to Maori language and culture; yet, educational disparities continue. The development of: (1) educational programs aimed at the remediation of educational disadvantage and (2) research that seeks to discover clues to avoid entrenching educational disadvantage continue to be of the greatest importance. Efforts will be needed in other public sectors such as health and justice and the wider community if major changes are to result. Concluding the paper are 3 tables and 16 references. (WTH)