The hidden curriculum is generally understood as the process by which daily exposure to school expectations and routines transmits norms and values of the dominant society to students. In the present, through the regimentation of thought, control of bodies and movement, and proliferation of punishment, contemporary accountability and testing produces the subjective conditions of precarious and servile wage work, as well as social marginalization more generally. Furthermore, we show that the schools, through the development of pervasive pedagogical and disciplinary techniques of control, become locations, like prisons, in which domination is expressed through the appropriation of time. Building from Michael Hardt's (1999) notion of "prison time," we reinterpret these processes in the educational context as "school time." We argue that in the present the hidden curriculum no longer simply prepares students for work. Through both teaching and disciplinary practices it strives as well to injure and demoralize students by restructuring the school day as a sequence of low-intensity pedagogical assaults. In this way, the hidden curriculum anticipates the conditions of domination and abjection that students will encounter not only in the workplace or in prison proper, but also in social life generally.