In this article, the author observes how policymakers have approached P-16 reform in a less-constructive fashion--one given to faddism and quick fixes. The author suggests that the problem with P-16 reforms does not lie with how policymakers and advocates have found sensible ways to make the policy work, but rather with the way reformers, practitioners, and scholars have allowed the proposals and familiar boxes to constrain the way they think about these issues. As reformers address the challenges posed by efforts to unify P-16 schooling, the author urges everyone to remain open to creative, even radical, solutions and not merely fix existing enterprises.