G'day George,
Just for reference, we're looking at a worst case roughly 124,000 school stubs ( http://nces.ed.gov/programs/digest/d04/tables/dt04_085.asp ) for the US.
The problem is not, and never was, the number of schools in the USA[0]. Quoting numbers specific to the USA gives us a picture that is: a) utterly irrelevant, and b) extremely unflattering to the painter.
How many schools are there, world-wide? How low do we go before we decide that a particular school is not worth an article? How do we keep these articles to a high (okay, not-completely-buggered) standard? The non-American would add the question: why are non-American schools never considered in these discussions?, but not wishing to be seen as mean-spirited by his friends across the Pacific, he won't.
I understand those that disagree, but I think the categorical include pseudopolicy for schools makes sense. They're of immense interest to most parents, the school system has 72 million odd Americans in it, and categorical inclusionism here is not in any way throwing Wikipedia into disrepute or threatening our server load or diskspace.
The schools debate is over, and we lost. I can cope with that. Further arguing is pointless, and leads only to ill-will. If we *must* refight the debate, however, could you at least offer relevant arguments?
(The US school system has approximately 72m Americans? If the school system has three schools in it: A with 36m students, B with 35.9999m students, and C with 100 students ... and what if the Canadian school system had 144m Canadians? And the Mexican 288m?)
[0] I *have* seen people who are otherwise "school inclusionists" argue for deletion of schools in Asia on notability grounds; such people are known as "those without credibility" or, if I'm feeling charitable[1], "Americans".
[1] Or particularly uncharitable!