The purpose of this paper is to investigate the use of post-truths – or, rather, a version that we call selective truths – in educational debate. Specifically, we look at how references to PISA (Programme for International Student Assessment) and/or to educational research are used as arguments for various reforms. We investigate this in two sets of data: press media and Parliamentary debates between 2000 and 2018. Our main findings are (1) that educational research has become less interesting to public debate, only to be replaced with references to PISA; (2) that, PISA is referred to, for almost any educational cause, in a highly selective way.