I am tired of having to lie to do my work.
—a magnet teacher
Everything they make us do takes me farther and farther from my students.
—an English teacher at a Latino high school
When the state school system was “nuked,” the bombs did not fall on the targeted state education agency or middle-level managers in the state bureaucracy. They did not fall on the central office administrators in the local school districts, or others (“ex-coaches and bureaucrats”) whom Perot had publicly blamed for the poor quality of education in the state. The legislated reforms, and the mechanisms put into place at the state and local level to assure compliance with them, fell instead on classrooms, on the teachers and their students. Teachers and students suffered the “collateral damage” from Perot’s reform “nukes.” 1 These reforms included systems for testing teachers and for evaluating their classroom performance. They included reinforcement of systems for prescribing curriculum and for testing students. Together, they had the effects of de-skilling teachers’ work, trivializing and reducing the quality of the content of the curriculum, and distancing children from the substance of schooling. More important, the “nukes” assured that this pattern of de-skilling and reduced quality would be