This article examines education accountability as a mechanism of coercive neoliberal urban governance in the USA. Drawing on Gramscian theory of the "integral state" as the dialectical synthesis of coercion, consent, and resistance, the author argues that as the crisis gives the state less room to win consent, it intensifies coercion as a strategy of governance. The author discusses three aspects of coercive state responses to the crisis in relation to education: (1) cannibalizing public education as a site of capital accumulation; (2) imposition of state austerity regimes and selective abandonment of education as a mechanism of social reproduction and legitimation in African-American communities that have become zones of disposability; and (3) governance by exclusion of African-American and Latino communities through school closings, state takeovers of elected governance bodies, and disenfranchisement. Systems of accountability are integral to this process as they make schools eligible for the market, mark specific schools and school districts as pathological and in need of authoritarian governance, and justify minimalist schools in areas of urban disposability. This paper concludes with the potential of emergent resistance to dominant neoliberal education policy and argues that breaking with the framework of accountability and testing is critical to a counter-hegemonic alternative.