In a book published in 2000, entitled "An Elusive Science: The Troubling History of Education Research," Ellen C. Lagemann traced educational research (ER) in the U.S. from its pre-history--the training of common school teachers in summer schools, high schools, normal schools, female institutes, and later colleges and universities. Lagemann explained the field's origins as both intellectual and political developments and framed its emergence in the context of the near completion of the feminization of teaching at the end of the 19th century. With some exceptions, Lagemann saw the study of education--from the start--beset by matters of low status inside and outside the academy, overly quantified and narrowly defined. She also professed that its history is further complicated by the complex dealings "that have existed between education scholars … and the society that has sustained them" (Lagemann 2000). This article reviews Lagemann's account and other secondary sources that offer a grand narrative on the history of education research in the U.S. The authors also review secondary sources and on the origins of CRT written by non-historians.