Privatization by other means: this is one outcome of the information revolution in public education. This result occurs, however, without the political backlash usually associated with proposals for outsourcing (e.g., through school vouchers) or dissolving public education altogether. Through publicly funded grants, billions of dollars for “educational technologies” flow yearly into the accounts of private technology companies and contractors. Meanwhile, the impoverished coffers of public education are increasingly committed to technology projects and personnel, leaving scant resources for long proven mechanisms for fostering student learning and achievement, such as smaller class sizes or more teacher preparation time. School districts turn to crisis-management techniques of hiring emergency credentialed teachers, establishing charter schools, or implementing year-round, multitrack schools in order to contend with shortages of qualified employees and adequate school spaces. And accountability regimes proliferate to keep a tally on the state of the crisis and assign
responsibility for it, subsequently contorting the primary functions of school actors into those of data generation and management.