I use panel data to examine whether long‐term changes in industry wages are positively related to long‐term changes in industry employment. Previous research using repeated cross‐sectional data found no systematic relationship between these variables. Using standard fixed effects models to deal with individual heterogeneity, I find a robust positive relationship between changes in composition‐constant industry wages and industry employment. This suggests that growing industries attract less skilled individuals in a manner that biases down the estimated relationship between industry employment and wages in repeated cross‐sectional data. The results imply that supply curves facing industries are elastic but upward sloping.

In this article, I evaluate the hypothesis that firms respond to negative demand shocks by assigning workers to tasks that require less skill than the tasks they normally carry out. Using changes in employment in state‐industry cells as a measure of demand conditions facing individual firms, I provide evidence in favor of the hypothesis. Furthermore, the skill requirements of the tasks carried out by workers are procyclical. The results are consistent with a specific capital model where employers move workers between tasks so that layoffs are concentrated on workers with low levels of firm‐specific human capital.

Much evidence suggests that having more education leads to higher earnings in the labor market. However, there is little evidence about whether having more education causes employees to experience lower earnings volatility or shelters them from the adverse effects of recessions. We use a large British administrative panel data set to study the impact of the 1972 increase in compulsory schooling on earnings volatility over the life cycle. Our estimates suggest that men exposed to the law change subsequently had lower earnings variability and less procyclical earnings. However, there is little evidence that education affects earnings volatility of older men.

Teenage peers are perceived as being important, but there is little conclusive evidence demonstrating this. This paper uses data on the population of Norway and idiosyncratic variation in cohort composition within schools to examine the role of peer composition in ninth grade on longer-run outcomes such as IQ scores, teenage childbearing, education, and labor market outcomes. We find that outcomes are influenced by the proportion of females in the grade, and these effects differ by gender. Average age and average mother’s education of peers have little impact on teenagers but average father’s earnings of peers matters for boys.