In this paper, we provide a particular critique of policy-making processes related to addressing the gender achievement gap in the Ontario context. The focus is on tracing the effects of a neoliberal regime of accountability in terms of the designation of boys as a disadvantaged group alongside other minority groups who have historically faced systemic barriers and discrimination vis-a-vis their participation in schooling. By drawing on literature from within policy sociology and critical policy analysis, we provide insight into the prevailing legitimacy seeking logic about boys as the new disadvantaged. Overall, through a detailed analysis of specific policy-making processes and texts, attention is drawn to the impact of neoliberal accountability in terms of its capacity to determine what is to count as evidence with regards to boys' underachievement. The implications of such a policy critique are outlined.