That's one philosophy, sure. My philosophy is that schools that graduate students who are illiterate and innumerate have failed, no matter what rhetoric they put out about equity and social problems.

(There are limited situations where it does make sense, logistically, for schools to provision social services. E.g. meals for students who don't have access to steady food sources. But those are relatively uncontroversial, as opposed to curricular and classroom management practices that make sacrifices of schools' educational integrity for a theoretical goal of equity, while failing to even deliver that.)