Many people view subgovernments such as the "military-industrial complex" as largely self-governing and budget maximizing. Yet, as defense cutbacks in the 1970s and 1990s show, such networks do not maintain their privileged status indefinitely. In similar fashion, some claim public education is too autonomous and too focused on budget maximization. Others see U.S. public education bureaucracies as open systems representing their political environments, if not individual parents. This article seeks clarity by offering a preliminary definition of educational industrial complex and an exploration of its nature and size. The authors summarize the existing literature and present resource measures tracking educational industrial complex growth over time. While per-pupil expenditures have steadily increased, since World War II the increases have largely reflected gross domestic product growth. Further, while the public education student-to-staff ratio initially rose in a Parkinsonian manner, since the Reagan era that growth has moderated. Last, the educational industrial complex has lost its monopoly over policy expertise, and, to a considerable degree, reformers now dominate education policymaking circles. The authors conclude with suggestions for future research. (Contains 3 figures and 1 note.)