Two seminal reports on the state of education advantage and disadvantage in so called "rich nations" were released in 2002 by the international agencies OECD (2002a) and UNICEF (2002). These complex reports are brought to the attention of those at the very centre of the education debate, the general public, through the public media. What the public is told by the media, and perhaps more importantly, what they are not told, about the reports and their findings is then crucial. This paper analyses how the print media interpreted these reports according to a critical reading of the reports themselves. This is then compared and contrasted to what the reports actually have to say about social justice and educational equity, advantage and disadvantage. (Contains 2 tables and 2 endnotes.)