In this article, I use concepts from Michel Foucault to analyze the ways in which the high-stakes accountability movement has appropriated the technology of the examination to redefine the educated subject as a normalized case. Partly this has become possible because of the role that educational research has played in laying out the conditions for high-stakes accountability. I argue that critiques of current educational policy and practice need to devote attention to the radical implications of testing on what we mean by the educated subject (the individual) in education. Challenging this notion of the self may enable educators to challenge the power exercised through high-stakes testing and open up more promising possibilities for public education.