Filtering out extraneous information is an important and related skill, but its slightly different thing than identifying when the problem as phrased does not have the information needed to support an answer.
While it may be the case that the education system fails to do enough at both of these, I suspect it does better at getting students to identify extraneous information and use only what is necessary than it does to get them to identify and confidently report when a question posed has inadequate information to support an answer.
That's a great point. I suppose the problem that I see here is that schools often present problems as always having a solution, even when there's none to be found.
While it may be the case that the education system fails to do enough at both of these, I suspect it does better at getting students to identify extraneous information and use only what is necessary than it does to get them to identify and confidently report when a question posed has inadequate information to support an answer.