Aggregated test results that identify the literacy problems of boys as the most salient gender issue in schools distort the reality that girls experience significant gender-based challenges as well, though their problems may not present as clearly on standardized tests. This emphasis on boys' difficulties has moved educational resources in that direction, to the detriment of those girls--between 30 and 40 percent--who need also additional support. A number of scholars have demonstrated that the failing boys/successful girls binary creates a whole new dynamic of tension and stress for girls and young women who are supposed to "have it all". We need to ask ourselves how an obsession with testing regimes has established an increasingly narrow definition of school success while hiding from view the ways in which the inequitable distribution of wealth and power create patterns of educational outcome that are far from fair and just--for either girls or boys. (Contains 9 endnotes.)