This paper presents a critical exploration of a reported decline in student achievement in Australia (2000-2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusion and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse.