This commentary article explores one of the most important philosophical problems underlying the inequality of school achievement. If the inequality of school achievement is to be adequately addressed then it must begin with causes. The widely accepted conceptual framework within which the problem and its solutions are framed is the within/beyond school dualism. This commentary reviews New Zealand education policy historically and in recent times to argue for a proximal-distal continuum as a better way to conceptualise the inequality of school achievement.