Students are typically encouraged to perform well in school to “get a good job.” This suggests that each individual is the primary benefactor of his or her education. This is a rather recent, and limited, view of the benefits of becoming educated. If we assume that those who are educated are more efficient and more effective within the social system, then we expect (and the rationale is) they will be better remunerated. These is evidence this is true, but there is also evidence that individual participate in social systems for other reasons.
It is also accurate to perceive more efficient and effective participants as creating greater value of the social system to other systems (and individuals) who depend on the system. Consider the example of the local fire protection services. If the individuals within that system are more highly trained, they have greater personal value (which they can use to secure promotions or offers to work at services who have greater pay rates), but the system is more valuable to the community it serves.
The same value that is demonstrated by the more highly educated fire service can be applied to any school, including public schools that teach the general population. An educated populace is going to provide a more valuable society in economic, political, and cultural ways.