In the context of a sociological discourse analysis, Miriam Sitter examines how the ongoing references to the PISA study contribute to constituting children with a migration background as prototypes of educational disadvantages. The author demonstrates that the constant references to the initial PISA results lead to a distortion of migrant children and thus maintain a process of stigmatization. The well-known acronym PISA acts as an innovation generator, with which (early) educational initiatives are not only legitimized but also continually (re)dramatize educationally disadvantaged children. These findings align with the analytical and conceptual considerations of critical migration research and emphasize the plea for a de-emphasis on migration background, particularly in the reception of the recurring PISA study.