In this article, the authors focus on the continued marginalization of students to peripheral educational programs, such as special education programs, at-risk programs, and English as a second language programs, and the theoretical connections perpetuating the educational status quo. As the repercussions of No Child Left Behind (NCLB) have time to make an impact, educators will have marginalized even more students to remedial programs in the name of educational accountability. The authors delineate the theoretical and pathological premises that have enabled an educational model that alienates and oppresses groups of children in our public schools and, hence, society. Most important, the authors address the use of voice through critical pragmatism in efforts to confront oppression and reconstruct our educational services for all learners in the name of social justice.