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We unearth and examine the most critical reasons for the failure of school reforms in the United States over the last century. More especially, we look beyond and below traditional explanations provided by the ministries of school reform since the ESEA in 1965. We call into question the most ascendant and most universal beliefs about improvement that are in play at given periods of school reform (e.g., "scientific evidence" currently). We also observe that when knowledge transforms intodoi:10.4236/jhrss.2020.81001 fatcat:rjzcy7jmh5fvnnlmb6jjvp3qfq