The Problems of Public School, from an Unschooled perspective

Do you have children? Two or more? How similar are they? Do they have the same interests, preferences, likes, dislikes, etc.? Does one method work for both? Or, are they two completely different people, who function best under different conditions then the other(s)?
Traditional schooling (and parenting) will tell you that all children are basic, and can be sustained (and thrive) under equal conditions. In my view, giving each child the same education is not the same as giving each child an equal education.
For example, imagine giving a history textbook to twenty students, and telling them to remember all the dates and events of the Civil War, and they're not allowed to use any other resources. They struggle to remember all the dates, names, events, etc. They force themselves to remember the information. They regurgitate it for the test, and most of them do okay, and the ones that didn't regurgitate it properly failed the test. They move on to the next subject. They don't get a chance to review, or use other resources to learn it, because they have to move on to stay on pace with the testing. The ones that did well on the test have no connection to names, dates, etc. and quickly forget the material. Imagine a chalkboard filled with information being erased (to make room for new information), with only traces of the previous information remaining. Some of the twenty children learned from the sole textbook, the others struggled, and some failed.
So, this leads me to problem #1:
1. The concept of 'forced learning' 
 If you force a child to 'learn' something, where they  have no emotional connection or desire to learn it, they won't learn. They'll remember it for a time, but aren't interested in it after the test. This also makes them have a negative association with all learning. If you had been forced to read all day, why would you want to read at home? Reading, etc isn't fun anymore. If a child truly is interested in something, and wants to learn it, they retain the information because it's something that intrigues them and they enjoy it.
Now, imagine asking twenty unschoolers to learn about the Civil War. Five decide to watch a documentary about it, and the visual imagery and emotional connection helps them remember the events. Another five decide to read various history books from the library, and compare the viewpoints of Confederate and Union soldiers. The next five read historical fiction, and quickly get a feel for the emotional and financial strain of the war. The last five go online and compile various resources in order to learn from.  All of them remember the material; because they are all motivated to learn the material. A mind that wants to learn a subject will retain the information much more frequently than a mind that only wants to regurgitate it for a test. Which leads into problem #2:
2. Not utilizing resources
In a biology class, children learn out of one textbook. Occasionally experiments are brought in, but beyond that the children are isolated from other resources. Websites that have interactive games, science experiments, video tutorials, 3D demonstrations online, books from the library, and a million other resources are not fully utilized. Perhaps a child can utilize them at home (if they have the time, or interest) but why would they want to after being forced to study it out of a textbook all day?
3. The assumption that all children learn the same way
Every child is different. Every child learns and grows in a different way. If one learning technique works for one student, it may not work for the other, and if it does work it may not be the ideal or preferred way for the child to learn. If the child had a learning disability, or any other issue that could be impeding the progress of their education, the school can't help them or give them the attention that they need. With thirty children per teacher, how can anyone get the attention they need and deserve?
4. Student interests
If you are intrigued by a subject, you can learn about it for 55 minutes. After that, you shut your textbook and go onto the next subject. You can't stop thinking about the first, and your interest is piqued. You can't take more time to learn about that subject, because you are scheduled to go on to Subject B at the appointed time. With unchooling, you can take as much time as you want to learn about your interests (which goes back to point A). What if you're interested in something else? Art, music, theater, dance, or any elective not offered in school? You are then limited to whatever school says you should learn, and then your passions will fade.
5. Exposing new ideas, and segregation
In public school, from the very first moment you arrive, you are segregated. By age, area where you live, and sometimes by gender. You are exposed to a very limited set of ideas, because you aren't exposed to people of different ages, from different areas, or different backgrounds. How can you learn new things from people that are only your age, and have only experienced a limited number of things? 
6. Social pressures 
We hear about bullying all the time. Children are ostracized by their peers for the slightest differences. Perhaps even worse, many children lose their identity as they try desperately to fit in. Unschoolers and homeschoolers have to deal with conflict, and people that don't approve of them; but we aren't forced to stay with them for eight hours a day for years. We solve our conflicts and move on, and aren't stuck in a conditioned Hell for twelve years. Classes that differentiate students based on age and special needs only exacerbate these tensions.
7. Testing, testing, testing!
Standardized tests are the dominant culture of public education. Everything is measured and compared, and students are taught that test scores are the determinant of success.  Everything is focused on testing. Good test scores = more funding for schools. Desperate for funding, schools are forced to push their students to their breaking points in efforts to get the money they need. Bad test scores = less money = less resources = more bad test scores. It's an inescapable system, and the children suffer for it. One of my homeschooled friends recently decided to try public school (she went back to homeschooling after a month) and was in a Biology class. Her teacher made the students skip entire chapters of the textbook because they weren't being tested on it, and they needed to focus on the areas that were going to be tested. As if their resources weren't limited enough, they are now barred from using portions of that resource. While some testing is important, and can be a fantastic diagnostic tool, it is currently burdening children to value a grade more than their understanding of a subject. Schools should not be focusing on testing; they should be focusing on learning and engagement.
8. 30-1, or 1-1?
  You have 60 minutes to learn a subject, and have 29 other people that require your teacher's attention. If you divide it up completely, if every child gets time with the teacher (let's assume he/she is not presenting materials at all, or trying to subdue disruptive students), each child gets two minutes with the teacher. Two minutes to ask questions about the material, and get all the attention and help that they need to master a lesson. It's inconceivable that anyone can thrive in this situation.

Not all public schools are the same, and not all children are disadvantaged by it. Some students manage to retain their love of learning, and manage to work within the system. Teachers are not the ones to blame here. They are forced to work in a system that ties their hands.  It's a system that trickles down pressure, and can't function as it should. Education is not a mechanical system; it's a human system. It needs to engage human beings, not standardize everything to the point where creativity is stifled and learning becomes a second priority to grades.
Thanks for reading! :)