This article develops a framework to understand and analyze the intermediary work of platform technologies and their owners as a form of platform governance in educational systems. The authors explore how platform technologies shape policy by brokering relations among commercial, technical, and educational actors, and how these relations can contribute to or compromise educational equity. They bring together critical policy analysis and critical platform studies to map the power and politics of platformization in education. The article highlights the dual nature of platform governance: it expands the circulation of disciplinary power by fostering networked relations but also introduces forms of control that circumscribe the horizons of thought and action. The authors examine four extant spheres of educational governance—administrative, professional, market, and empowerment—and show how platform technologies are reshaping these regimes. They argue that platform governance not only expands the flow of data and actors in educational systems but also introduces imperatives that limit what can be revealed and obfuscate certain aspects of student, teacher, and school life. The article concludes by discussing the implications of platform governance for educational equity and the need for critical inquiry into the role of platforms as powerful de facto policy actors.This article develops a framework to understand and analyze the intermediary work of platform technologies and their owners as a form of platform governance in educational systems. The authors explore how platform technologies shape policy by brokering relations among commercial, technical, and educational actors, and how these relations can contribute to or compromise educational equity. They bring together critical policy analysis and critical platform studies to map the power and politics of platformization in education. The article highlights the dual nature of platform governance: it expands the circulation of disciplinary power by fostering networked relations but also introduces forms of control that circumscribe the horizons of thought and action. The authors examine four extant spheres of educational governance—administrative, professional, market, and empowerment—and show how platform technologies are reshaping these regimes. They argue that platform governance not only expands the flow of data and actors in educational systems but also introduces imperatives that limit what can be revealed and obfuscate certain aspects of student, teacher, and school life. The article concludes by discussing the implications of platform governance for educational equity and the need for critical inquiry into the role of platforms as powerful de facto policy actors.