I'd like to start by saying that I think your point of departure is exactly right. The Maillé decision structure is the public policy context in which official language minority education particularly should be viewed.
The schools are important. The school boards are important. Control and management of the process of constructing an educational setting for the study body is important. The school boards provide additional structural support as one of the dimensions of community activity. These are buildings where the scout troop can meet, but they're much more than that as cultural and focus resources. All of those additional and ancillary qualities are not just a mistake. They are inherently part of the official language minority support structure that official language minorities across the country are entitled to have.
It is laid out in detail in Maillé what we need to do. I think you went from that starting point to exactly where we want to go. What we want to do, understanding those principles, is to try to apply them fairly and constructively in the context of the English-speaking community in Quebec. Without the data, without being able to say, for example, there are this many potential students in this big a community, then we can't make good arguments for keeping the school open or opening a school here. The effect of there being a school is important for the students and it's important for the community in a much broader way.