of the lumina foundation. >> have you ever wondered if the person sitting next to you at work, doing the same exact thing, makes more money than you do? a new report tries to get at the heart of that question by first showing that, yes, there are wide income disparities in what people make for doing the same job. tomorrow, georgetown university's center on education and the workforce will release research that shows these pay differences are due mostly to education. for example, an elementary or middle school teacher with a bachelors degree can expect to make $1.8 million dollars over a lifetime, compared with $2.2 million for a teacher with a masters degree. an accountant with a high school diploma will make about $1.5 million, compared with an accountant with a bachelors degree, who will make $2.4 million. the higher the level of education, the higher the payoff. what's more, the gap is widening, with an 84% lifetime income premium for a four-year degree over a high school diploma. there are some important caveats to the study. things like age, gender, and ethnicity are wild cards

of the lumina foundation. >> have you ever wondered if the person sitting next to you at work, doing the same exact thing, makes more money than you do? a new report tries to get at the heart of that question by first showing that, yes, there are wide income disparities in what people make for doing the same job. tomorrow, georgetown university's center on education and the workforce will release research that shows these pay differences are due mostly to education. for example, an elementary or middle school teacher with a bachelors degree can expect to make $1.8 million dollars over a lifetime, compared with $2.2 million for a teacher with a masters degree. an accountant with a high school diploma will make about $1.5 million, compared with an accountant with a bachelors degree, who will make $2.4 million. the higher the level of education, the higher the payoff. what's more, the gap is widening, with an 84% lifetime income premium for a four-year degree over a high school diploma. there are some important caveats to the study. things like age, gender, and ethnicity are wild cards

jamie merisotis is the president and ceo of lumina foundation.ony carnevale is the president of the georgetown university center on education in the work force. i won't give you a lengthy introduction. suffice it to say, these are two very respected recognized experts in this field. i happen to work for jamie so you could take that -- >> yeah. >> but i have no reason to say that about tony so it must be true. [laughter] >> so take it from me, these people know what they're talking about. we would like to encourage them to talk a little bit about these findings particularly as it relates to what this changing and increasingly important relationship between higher education, education beyond high school and the work force and the economy. jamie, can i turn it over to you first? >> thanks very much, duane. let me first begin by thanks thanking our hosts at the george washington university as well as our colleagues from pdk for their efforts here and particularly the folks at pdk for their trail blazing work that we have followed over the course of m

it jammed is the president and ceo of lumina foundation. -- jamie is the president and ceo of lumina foundation. these are two very respected, recognized experts in this field. i happen to work for jimmy, so you could take that with a grain of salt -- >> he had to say that. >> had no reason to have to say that about tunney. take it from me, these people know what they're talking about. we would like to encourage them to look at these findings particularly as it relates to what this changing and increasingly important relationship between higher education, education beyond high school, and the work force and the economy. jamie, could i turn it over to you first? >> thank you. at first, i want to thank our host at george washington university as well as our colleagues at pdk for their efforts and trailblazer and work we have fallen over the course of many years. frankly, i did not know it was 43 years, but i followed it most of my professional career. i have not been working 43 years, so i have some excuse. but i will say this work very much motivated us to gain a better understanding

it happened between pedestrian lumina and novato -- on novato. so far we have no details about the cause of that crash. >>> a fast moving grass fire has residents preparing to evacuate. those flames within feet of their homes. it started 4:15 yesterday afternoon at the community park. as it burned firefighters brought in extra support, vallejo and fairfield. >> i just ran downstairs took my kids and i saw all the moms were there the kids were crying, they are scared. >> the brush and fires were hard to put out but they put it out before any of the homes were damaged. the cause of the fire is still being investigated. >>> the regional park district takes up a setselment regarding -- settlement regarding the removal of the eucalyptus trees. a conservation group sued saying they wanted to remove too many trees. that has now upset some homeowners and one called the trees, quote, scandals waiting to explode. >> it has been busy overnight in oakland, right? >>> that's right, it happened about 4:00 and ended up over crossing as you can see. a person saw

you see this reflected starting with lumina's : call for increasing the proportion of americans who hold high quality post-secondary credentials to 60% by 2012 very the current u.s. rate is around 40% right now to that as a dramatic increase that we are calling for. we have seen a great deal of support for this for any of the issue and this effort to increase attainment. it is reflected in the president's goal for making the united states the best educated country in the world, also measured in terms of higher education at a rate of 60% by 2020. one colleague has documented the fact that about 60% of u.s. jobs will require some college by the year 2018. if you think 2025 is audacious, we don't have that long to get to 60%. all this effort is reflected in the number of states, governors, higher education associations, higher education institutions are all increasing their focus on increasing the number of students who go to college but even more importantly to complete college and finish with a college degree or credential is something i think is driving a lot of our work and a lot of the

grateful to be able to have the results of this ongoing, remarkable survey that gallup, pbk, and lumina have been involved in for a number of years, as a way to bring some coherence, to bring some data to bear on this great cacophony of experience and expertise. what a better place to do that than a university. that is why i am so honored to have a chance to host this event because in many ways, the introduction of data about something that we hold so dear, the future of american education, is one of the functions of a great university. it is very much a pleasure to welcome you here on behalf of all my colleagues in the graduate school of education and human development and the george washington university family. i am looking forward to hearing some of the details from the survey as i know you all are as well. i am happy to turn this back to shane lopez. [applause] >> thank you, dean feuer. he reminded me of my first day of college. we are going to throw a lot of information at you. i want to help you make some of that state. each of us, with our own pet issue as it comes to education.

things that you may know about anthony or lumina? >> a quick advertisement for our own work. on defined outcomes of higher education. we developed with you have seen in many other countries of the world which is the first attempt to define the competencies that should be demonstrated by people at the associate, bachelor's, and master's degree, a respected of the field of study. we call it the decree called vacation profile. many countries cullet the qualification and framework. we produced-- many countries call its the qualification for a work. it is defined as companies in ways where faculty, institutional leaders can put their hands on this and better understand about what the potential uses of this kind of framework might be. ultimately, that has to be owned at the deliver level. that is at the institutional level. that is where the teaching and learning takes place. so i've not in favor of a nationally articulated system that all universities would have to drive themselves through. but i think the reality of american higher education is that we cannot describe what in thi

may know about, anthony, or things that you also may know about as far as what are happening with lumina. >> well, a quick advertisement for our own work, and our own work is sort of built on the backs of the great work that's been done by aac and u and others on defining learning outcomes of higher education which is we've developed what you've seen in many other countries in the world which is a first attempt to define the competencies that should be demonstrated by people at the associate, bachelor's and master's degree, irrespective of the field of study. we call this a degree qualification profile. many countries call this a qualification framework. we've produced what we call a beta version because we don't think we have it right, but we're trying to test this idea of actually defining those competencies in ways where faculty, institutional leaders, policymakers can actually put their hands on this and better understand what the potential uses of this kind of a framework might be. now, i want to be clear that i think, ultimately, that has to be owned at the delivery level, that is