Critiques of public education have intensified, and while some reflect real needs for improvement, many are manufactured crises that portray schools as broadly failing. Centered on claims of underachievement, inefficiency, inequality, lack of choice, and indoctrination, these narratives often ignore counterevidence on poverty’s impact, the benefits of increased funding, and the harms of large-scale voucher programs. Though targeted reforms are warranted, sweeping failure claims erode public support and fuel a cycle of disinvestment—reduced funding and enrollment that weaken schools and invite further criticism—advancing privatization and deepening inequality at a moment of heightened political and fiscal threats to public education.