In this paper, the author critiques what he analyses as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that "Race" "trumps" Class in terms of underachievement at 16+ exams in England and Wales. At a theoretical level, using Marxist work the author argues for a notion of "raced" and gendered class, in which some minority ethnic groups are racialised or xeno-racialised and suffer a "race penalty" in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. The author critiques some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued. He offers a Marxist critique of Critical Race Theory from statistical and theoretical perspectives, showing that it is not "whiteness," a key claim of CRT, that most privileges or underprivileges school students in England and Wales. This analysis has policy implications regarding school/school district/national education policies, and also wider social and economic policies such as social cohesion, exclusion/inclusion, and addressing wider economic and power inequalities in European societies. Accepting the urgent need for anti-racist awareness, policy and activism--from the classroom to the street--the author welcomes the anti-racism that CRT promulgates and analyses, while criticising its over-emphasis on "white supremacy"--and its statistical misrepresentations. (Contains 21 figures and 11 notes.)