I didn’t encounter anything resembling formal logic in any math class I took, from k-12. The closest I got was the, mostly, direct geometric proofs in grade 10 (very fun, but not even close to exploring the full scope of formal logical argument).
It wasn’t until college that I encountered formal logic, but even then, at a liberal arts school, these were not required.
So, while you mention formal logic and math, with probability and statistics provided as an example of their usefulness, what I THINK you mean is that we should teach students rhetoric and formal logic, contemporaneously, very early in their careers. If so, then I agree, because those are both very useful tools that, if you incorporate well, could render them somewhat more able to sniff out the evil Sophists☺