It has been observed by many that school decisions tend to be made by those who were successful in school. A positive feed-forward loop has resulted. Individuals who were successful in school become educators and create schools like those they experienced. Another group involved with school decision-making are those who were not successful in school, but returned later.
These two perspectives seem important: We want to keep what worked well (for some students) and also fix what some saw as problematic. One must wonder what would change about schools if they were designed to address the problematic experiences of those who have not decided to return to school.