What is the state of education in the US, both K-12 and secondary?

“We throw more money at our schools than just about any other country, and what do we get? For our K-12 school system, an honorary membership in the Third World,” writes Professor F. H. Buckley in a Fox News opinion column. Buckley, who teaches at George Mason University, added, “Not long ago, we had a superb public school system, but now we trail most countries. In math, we’re 38th in the world among developed countries in terms of how 15 year-olds perform.

“In a knowledge-based, global economy, where education is more important than ever before, both to individual success and collective prosperity, our students are basically losing ground,” Duncan said. “We’re running in place, as other high performing countries start to lap us. The hard truth is that the U.S. is not among the top performing OECD nations in any subject tested by PISA,” he added.

As the Brookings report reveals, America’s scores on the PISA test (Program for International Student Assessment) have remained relatively flat from 2000 to 2014, but the data from the latest TIMSS (Trends in International Mathematics and Science Assessment) test in 2015 show Americans scored their highest marks in the 20-year history of U.S. tests.
https://observer.com/2018/01/how-american-students-truly-rank-in-international-testing/

Although scores are improving, they are not great given that we are the wealthiest country in the world. Among the top 69 countries tested in the PISA rankings in reading, we are ahead of 42 in reading and statistically tied with another 13, scoring only behind 14 countries. When it comes to PISA math and science, the numbers are lower. For math, we’re ahead of 28, tied with five, and behind 36. Science is a little better; the USA is ahead of 39 and behind 18 countries. Given our resources, we should be leading, not trailing behind 14 or more countries.

In colleges,
The last decade has seen considerable concern regarding a shortage of science, technology, engineering, and mathematics (STEM) workers to meet the demands of the labor market. At the same time, many experts have presented evidence of a STEM worker surplus. A comprehensive literature review, in conjunction with employment statistics, newspaper articles, and our own interviews with company recruiters, reveals a significant heterogeneity in the STEM labor market: the academic sector is generally oversupplied, while the government sector and private industry have shortages in specific areas.
https://www.bls.gov/opub/mlr/2015/article/stem-crisis-or-stem-surplus-yes-and-yes.htm

Science and engineering occupations are at the leading edge of economic competitiveness in an increasingly globalized world, and science and engineering workforces of sufficient size and quality are essential for any 21st century economy to prosper. While they therefore are of great importance, college graduates employed in science and engineering occupations (as defined by the National Science Foundation) actually comprise only a small fraction of the workforce.

A compelling body of research is now available, from many leading academic researchers and from respected research organizations. No one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelors degrees or higher. All have concluded that U.S. higher education produces far more science and engineering graduates annually than there are S&E job openings
https://www.theatlantic.com/education/archive/2014/03/the-myth-of-the-science-and-engineering-shortage/284359/

Another problem seems to be that foreign students come to our colleges, but don't stay to work in our companies. Many worry about a "brain drain".
https://www.cbsnews.com/news/commentary-the-great-american-brain-drain-is-coming/

Zoom Link:
https://us02web.zoom.us/j/81446953001?pwd=eWd2ajJieW9LN1plRkpLRWVLOEVNdz09