Education under neoliberal reform has been targeted as an indispensable source of profit. Market-based reforms have commodified education and are transforming public school into a corporatized industry concerned not with democracy but with the smooth functioning of the capitalist economy. Targeting public schooling as a site in which to accumulate profit, neoliberal reformers also rely on standardized forms of education to secure the reproduction of the social order. Standards-based reforms seek to interpellate students as social beings who identify with neoliberal ideology, producing subjectivities of youth in schools through the degrading rituals and performances of standardized curricula and high-stakes standardized tests. Neoliberal schooling is at its core an ontological struggle over subjectivity--one's understanding of oneself, one's relationship to others, and the social, political, and ecological contexts into which one is cast. In this article, the authors argue that the durability of standards-based neoliberal school reform faces educators with the challenge of developing political tactics and critical pedagogies that are driven by the latent potentiality and transformative agency of students, teachers, and marginalized educational communities. By exposing the contradictory nature of collective potentiality in neoliberal schools, they seek to contribute to radical theorizations of ways educators can valorize the efforts of students, teachers, and communities to reclaim education as a transformative social project through which it is possible to produce forms of collective autonomy that not only oppose, but struggle for futures beyond, neoliberal domination.