Gruber (2016) identified five key relationalities for public provision of education from the government. Productivity, citizenship, credit, credit market failures, failure to maximize family utility, and redistribution are the reason for the provisions. However, most of the key relationalities lacked a reason for mandating education. Productivity is the first relational indicated in the text. Gruber (2016) indicated that productivity justifies the government involvement in education. He believed that higher level of education makes a person a more productive worker, then society can benefit from education in the of higher standard of living that comes with increased productivity. Next, the government believes education develops more knowledgeable