One well-studied topic of social science is the relationship between education and earnings (Card, 1998). Particularly in an achievement-based society, examining and understanding this basic relationship is one of the most fundamental research and policy issues there is desire to understand. In the universe of analyses conducted over numerous decades, researchers have attempted to identify and isolate various unique characteristics of individuals which may in some way mediate this basic relationship. These items include not only demographic factors such as gender, race and age (Day and Newburger, 2002), but other individual qualities, such as family characteristics, ethnicity, language ability, quality of schooling, and physical disability (Kerkhoff, 1995; Loprest and Maag, 2003). Extending forward, elements such as the specific field of training and industry of employment, geographic location and other economic characteristics (Hecker, 1998; National Science Foundation, 2005) have all been examined at some level, to determine their effects on the basic education-earnings relationship.