This article explores the claim that college‐educated workers are increasingly likely to be in “noncollege” occupations. We provide a conceptual framework that gives analytical content to the previously vague distinction between “college” and noncollege jobs. We show that, when there is heterogeneity in preferences, equally productive college workers can be in college and noncollege jobs. This framework is also used to show that skill‐biased technological change will lead to a decline in the proportion of college workers in noncollege jobs. This prediction is supported by the data.

The notion that some high stakes need to be attached to direct measures of teachers’ class-room performance as a control for quality in the work force is an idea gaining traction in public education. One such proposal prescribes low-ering the barriers to entry into teaching while simultaneously being more selective about which teachers are retained when they become eligible for tenure (Robert Gordon, Thomas J. Kane, and Douglas O. Staiger 2006; Eric A. Hanushek 2009).