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My other thought on this is that it is clearly ok to get only 'some' out of HS learning. The crazy pressure for you to take all value from the curriculum as assigned feels like teacher ego (+incentive) more than philosophically deep value or even future oriented pragmatics.
Problems in education are over-described on the object level but given woefully little context, which makes sense for a system first designed to create pliant industrial/farm workers. The pressure to "learn" is partly teachers incentivized by test scores & partly cultural mythos
Public school is a very strange institution-- including its real and valuable goods. Its a civic centre, random qualities of knowledge to access, some direction from curriculum, has a library, some structured social activities. The perception of it may be its worst problem.
I really wonder what it would take for most people to acknowledge the main problem with schools is their existence.
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