The present article responds briefly to the comments, in this issue of "Educational Researcher," of Petrosino and of Robinson to the "Propagation of Misinformation About Frequencies of RFTs/RCTs in Education: A Cautionary Tale." The authors emphasize that the context of how the quality of education research is perceived both within and outside the field creates the milieu for evaluating the ultimate impacts of misinformation about that quality. They note that related concerns have been detailed in various American Educational Research Association journal articles and in other reports for decades.