This time it’s Jason Riley, of The Wall Street Journal, who’s missing the street for the potholes. He wrote in his Tuesday op-ed,

The latest results from the National Assessment of Education Progress were released earlier this month, and they weren’t pretty. High-school seniors recorded the worst reading scores since 1992, and math scores were the lowest since the current test began two decades ago. Elementary-school students have also lost ground. Just 31% of eighth-graders scored at or above the proficient level on the science assessment.

And,

The ramifications extend far beyond our borders. The Program for International Student Assessment exam is a global assessment of 15-year-old pupils. In 2018 only 8% of US test-takers scored in the top tier in mathematics, compared with 15% in Canada, 18% in Japan, and 29% in Hong Kong. Today’s students will populate tomorrow’s labor force, and employers who rely on workers with math, science, and engineering backgrounds have been complaining for decades that too many Americans are uninterested or ill-prepared to fill these jobs.

But then he wrote,

Which brings us back to Mr Trump, who wants to make it harder for US companies to hire foreign nationals. On Friday the president announced that he was imposing a new $100,000 fee on applicants for H-1B visas, designated for skilled migrants who disproportionately specialize in science, technology and math occupations.

It’s true enough that we benefit from suitably skilled foreigners who enter our nation legally—those immigrants and Riley’s “migrants.” But the problem, which seems to have blown right by him, even as he wrote it, is identified by those employers…complaining for decades that too many Americans are uninterested or ill-prepared to fill these jobs.

The answer to the problem is not making it easy for qualified immigrants to enter our nation legally, even as that helps at the margins. The answer is to fix our education system. That must begin with eliminating, root and branch, the rent- and fee-seeking teachers unions who collect massive dues and lobby (too successfully) for government money while they work just as assiduously to block local, State, and Federal efforts to improve the public school systems those unions hold in thrall. An early move in this beginning step would be to recognize that teachers and their unions who work for public schools are public servants and public service unions just as are the civil servants and their unions working for any other arm of government, and bar them from striking, just as many civil servant unions are barred.

Our education system would be further improved by getting those unions and their hip-pocket politicians at the various levels of government out of the way of voucher and charter schools and home schooling, accepting that competition works toward product improvement in education as well as it does in industry.

At that point, the cherry on top would be to have local, State, and Federal funding not go directly to the schools, but instead follow the student to the school or home to which he transfers, or with which he stays after having transferred, for use then by the school or parent receiving the student.