In this essay, we explore the concept of path dependence through the example of the long-standing issue of racialized exclusionary school discipline. We argue that historians of education can reduce policy makers' tendency to continue down existing policy paths (especially unhelpful ones), a phenomenon known as "path dependence." We use racialized school discipline as a case in point. We also argue, however, that path dependence as an analytical tool can be "too much of a good thing" because it discounts the viability of ever-present options to change course. The real challenge lies in creating processes of path alteration that impose costs on policymakers for readopting policies shown to have such deleterious effects.