Every public school teacher today is charged, above all else, with a utilitarian form of workforce preparation: college and career readiness. The distinction between college and career is superficial. The overarching goal of both is career readiness, and STEM careers are the darlings of the "readiness" discourse. Within the STEM reform narrative and the discourse of college and career readiness more broadly, there is an unmistakable preference for "skills" over "facts," yet the end goals of increased economic productivity and capital accumulation are largely unchanged. In drawing on the historical antecedents of the current neoliberal social efficiency regime, Nicholas Eastman highlights the failures of vocational education that sought only to integrate students into the relations of capital reproduction. He concludes by discussing the sort of education that the current working class would need in order to be a force of resistance against the precarity and exploitation that threaten it.