This study uses critical discourse analysis to assess how the annual report of the Dutch education system, de staat van het onderwijs, formulates, reinforces, and reproduces meritocratic ideology. A comparison of the 2010/2011 and 2020/2021 editions highlights the development of the discourse and provides a strong foundation for critical analysis. The critical perspective is essential, as meritocracy’s charisma makes it resistant to critique. Meritocracy’s charisma hides the legitimisation and reproduction of inequalities it produces. This process creates a segregation across educational levels that validates the differences in attributed worth. The disadvantaged become more disadvantaged and become increasingly socially, economically, and politically excluded. An axiomatic belief in meritocracy directly harms those who lose in the increasingly competitive educational world. Whereas the Netherlands has known a lengthy period of educational democratisation and meritocratisation, the inequalities have remained stable if not growing. The pervasive egalitarian ethos gives way to meritocracy’s charisma and the many interests in Dutch society have made it difficult to enact changes in educational policy. Ultimately, the comparative critical analysis showed a growth in awareness with regard to the effects of meritocracy similar to previous critiques. However, none of these critiques are directly aimed towards the meritocracy. The unilateral value of education – and its power in society – has been reduced and the focus has shifted towards equality of opportunity and equality of value. Still, the discourse does not critically assess the fundamental value of education that the meritocracy creates. As such, the continuation of meritocratic values is somewhat mitigated by the compensation of its effects, which is a band-aid solution. It is important for the Netherlands to be aware of the way in which it formulates, reinforces, and reproduces meritocratic ideology as it is key to solving the growing segregation and ...