Allocating government education expenditures across K-12 and college education

As of the late 1990s, public spending on education in the US comprised approximately 7.1% of GDP; about 60% of that support was directed at K-12 education and the remainder at college education. We investigate the welfare and output implications of this spending in a theoretical model in which agents of differential innate ability choose whether to pursue higher education. Higher ability agents support greater expenditures at both the K-12 and college levels. When public education expenditures are low, all agents prefer that spending be directed solely to K-12 education; when expenditures are high, all prefer that some spending be allocated to college education.