Here's an example of charter school: A school that runs their curriculum partially in a foreign language (e.g. French for social sciences, but math in English) so that children pick up a second language while doing regular studies. Is that an example of "move fast and break things"? Implementing something like this would be very hard in a public system. The inertia is too great. That's just one example of a charter/voucher school being responsive to local needs in a way that would be hard for the largely public system (and I'm not saying charters/voucher replace the public system).

What you did was purposely apply a term from programming and startups to my argument for charters and voucher schools. It doesn't apply. Education is never going to be run like a startup with a 20-something founder. EVER. No parent will let a school 'break' their kids' education. But within those constraints, you can try things a little differently to tailor how and what you teach.

>I specifically said children with disabilities. I think it says a lot about you that you're trying to re-frame that as kids with behavioral issue

No. It was an example that shows the public system is also struggling with kids with disablities (in this case, kids with behavioural issues). But that wasn't the salient point. Ignore it. The primary point was just above it: "We both know that's not why you take issue with school choice because these kinds of issues can be easily adjusted through policy changes - but you're not proposing policy changes. You want to completely get rid of the entire thing."