Although progressive education was an international phenomenon, historical interpretations of it may be affected on the national level by academic and institutional contingencies. An analysis of how US and English historians of education interpret progressive education reforms in their respective countries identified a strain of condescension toward progressive education in history of education scholarship in the US, which often resulted in misrepresentations of the historical record. English historians of education tend to regard progressive education with critical sympathy. These findings are possibly explained by different institutional and academic circumstances of historians of education in England and the US.