You can also frame this as a strong-link problem. For high-aptitude students, one might argue that it's a waste to have them drill basic financial literacy when instead they need to be learning more abstract mathematics to follow pioneers like Newton, Turing, and Pearson in creating entire new disciplines.

Now, I want to constrain my thought to just the high-aptitude students with possible futures in science and engineering. I can understand educators trying to make math useful for those who won't need algebra to do calculus, calculus to do physics, and physics to do engineering.