Landsman and Gorski decry what they see as the narrowing of curriculum, overemphasis on test scores, and overstandardization of curriculum in ways that undercut teaching critical thinking. They believe these trends stem from five myths that policymakers and teachers alike buy into: that curriculum enrichments are "frills"; that all students should follow the same standardized curriculum; that teaching for basic skills rather than critical thinking is "politically neutral" teaching; that low achievement reflects deficiencies in a student, not the system; and that tracking by ability promotes achievement. They discuss positive steps teachers and administrators can take to creatively counter these myths. The article lists strategies for teaching that boosts critical thinking skills and connects to students' overall lives and home cultures.