In this article, the authors examine the interconnections among education researchers' misconceptions about the quality of the education research literature. Specifically, the authors catalog the sequence of events that, when taken together with a series of contradictory graphs presented by influential scholars in prominent settings, may have gratuitously damaged the already fragile reputation of education research as a field. The authors' "take-home" messages emphasize the importance of both critically evaluating the claims and warrants of our scholar colleagues and being aware of our natural tendencies, often unconscious, toward confirmation bias. (Contains 3 figures.)