GDP per capitaAmong the various factors that have influenced education spending, GDP per capita is the key indicator. The government establishes the annual budget based on the level of GDP per capita. Therefore, low levels of GDP per capita lead to a higher budget deficit, which helps stimulate the economy. For example, (Strawczynski and Zeira, 2003) suggested that education spending increased significantly due to population growth and increased per capita income, in a study of Israel for the period 1962-1998. Using cointegration regressions, a positive relationship was described from the main economic variable, GDP per capita. GDP per capita and population lead to a reduction in population, but this remains positive. Adolph Wagner's theory, Wagner's Law, is supported by a key article (Busemeyer, 2007). The law became popular after earlier work by key economists like Adam Smith, arguing that over time, as the economy grows, government spending should increase. The study explored the relationship between GDP per capita and public education spending of 21 OECD democracies between 1980 and 2001. Using different classifications of variables, it found that the economic variable (GDP per capita) was positively associated with public education spending. However, at that time, the OECD had only 30 members, not including Israel. However, similar results are presented (Strawczynski and Zeira, 2003). (Busemeyer, 2007) also pointed out that the well-being of a country has a substantial impact on education expenditure, in which a country with strong economic development has opportunities for educational development. When including country fixed effects, the law is not stipulated. (Lamartina & Zaghini, 2011) also agree with the Wagner case... in the middle of the document... so there has not really been a debate as to whether the two expenses are substitutive or complementary. (Morales et al., 2013) and (Wolf & Zohlnhofer, 2009) obtained consistent results. They found a negative correlation between public and private spending on education, regardless of the given dependent variable. However, neither study reached a conclusion as to whether the two expenditures substitute or complement each other, due to the change in signs when various models are regressed. (Strawczynski and Zeira, 2003) also found an opposite relationship by observing the impact of public spending on private spending. education expenses. Running two models with different periods nevertheless resulted in a negative coefficient. The results were not surprising as they expected the relationship to be negative, as public and private spending on education are complementary in Israel..