The arc of quantitative educational research should not be etched in stone but should adapt and change over time. In this article, I argue that it is time for a reshaping by offering my personal view of the past, present and future of our field. Educational research--and research in the social and life sciences--is at a crossroads. There are many reasons for this, but chief among them is the rapid rise of data science, which has implications for educational research in general and SREE in particular. I ask us to question whether our laser focus on causal inference--which will remain crucially important--has crowded out other methods for studying equally important--yet not necessarily causal--questions. After introducing the wisdom of four muses--two philosophers of science and two statisticians--I sketch my personal research trajectory and its intersection with the field's. The remainder of the article describes three types of studies that I would like to see more of: longitudinal studies using truly longitudinal analyses; assessment and measurement studies; and studies using data science methods.