<p>This paper brings together an examination of the discursive and material architectures of equity contained within the Gonski Review, a watershed policy document in the history of Australian school funding and equity policies. The Review cemented an approach to disadvantage in school funding based around the identification of ‘equity groups’ − socio-educational disadvantage, low English proficiency, Aboriginal and Torres Strait Islander students, disability, small schools and schools in regional and remote locations. Working an assemblage approach, we suggest the need for research that attunes to the discursive and material elements of funding policies, that together shape possibilities for policy understandings and responses to disadvantage in education. Through a close analysis of the Gonski Review, this paper demonstrates that the ‘equity groups’ constructed by the Review are underpinned by a logic of data quantifiability and measurability. It simplifies and fixes in place the complex, lived reality of inequity. Taking the equity group of disability in the government school sector as an exemplar, we demonstrate how students, teachers and schools are required to navigate multiple measures of classification and quantification to secure their government funding. We suggest that this process of repetitive classification carries consequences for the amount of funding a student ultimately receives.</p>