We study variation in skill demands for professionals across firms and labor markets. We categorize a wide range of keywords found in job ads into 10 general skills. There is substantial variation in these skill requirements, even within narrowly defined occupations. Focusing particularly on cognitive and social skills, we find positive correlations between each skill and external measures of pay and firm performance. We also find evidence of a cognitive social skill complementarity for both outcomes. As a whole, job skills have explanatory power in pay and firm performance regressions beyond what is available in widely used labor market data.

true Throughout most of the twentieth century, economic growth was associated with rising median real wages. However, since the early 1980s, measured median real hourly compensation has been stagnant despite robust productivity growth. To the extent that measured real wage growth has occurred, it has been concentrated disproportionately at the upper end of the wage distribution. Many view the lack of growth of median wages over this time period as evidence that the American middle class has not advanced and as a symptom of declining social mobility. The decoupling of measured median real wage growth and productivity growth has been viewed as a puzzle among both academics and policy makers. During this time period, there has also been a separation of wage growth and othermacroeconomic fundamentals. For instance, theUnited States has had record low levels of unemployment in the years prior to the global pandemic, yet during the prepandemic period there was little accompanying wage growth. This presents an apparent contradiction of the long-standing Phillips curve analysis that negatively relates unemployment towage growth. Researchers have begun to dig into this puzzle of late (see, e.g., Del Negro et al. 2020). Recent explanations involve the possibility that we have mismeasured the amount of slack in the economy (Krueger, Cramer, and Cho 2014; Abraham, Haltiwanger, and Rendell 2020) or that we have a flatter

We show that skill requirements in job vacancy postings differentially increased in MSAs that were hit hard by the Great Recession, relative to less hard-hit areas. These increases persist through at least the end of 2015 and are correlated with increases in capital investments, both at the MSA and firm levels. We also find that effects are most pronounced in routine-cognitive occupations, which exhibit relative wage growth as well. We argue that this evidence is consistent with the restructuring of production toward routine-biased technologies and the more-skilled workers that complement them, and that the Great Recession accelerated this process.

We explore whether minimum wage increases result in substitution from lower-skilled to slightly higher-skilled labor. Using 2011–16 American Community Survey (ACS) data, we show that workers employed in low-wage occupations are older and more likely to have a high school diploma following recent statutory minimum wage increases. To better understand the role of firms, we examine the Burning Glass vacancy data. We find increases in a high school diploma requirement following minimum wage hikes, consistent with our ACS evidence on stocks of employed workers. We see substantial adjustments to requirements both within and across firms.

Joseph Altonji is one of the pioneers of modern labor economics. To mark Joe’s sixty-fifth birthday and honor his illustrious career, a conference was held at his alma mater and employer, Yale University, on September 7–8, 2018. This special issue contains seven of the papers presented by former students, coauthors, and colleagues. Joe has been central to the empirical revolution that has brought vast amounts of individual-level data to some of the most important questions ofbothmicroandmacroeconomics.His seminal breakthroughshave changed thewaywe think aboutnumerous topics, including the studyof consumption behavior and labor supply over time, intrafamily insurance, discrimination, wage determination and learning, school choice and school quality, returns to higher education, and the stochastic process of income. The hallmark of all thiswork is a thoughtful combination of theory anddata, the development ofnewempiricalmethods, thediscoveryofnovel identificationstrategies, and extreme care with extensive robustness checks and attention to data details. Early on in his career Joe was one of the first to develop our understanding of the relationship between intratemporal and intertemporal allocations and the implication this distinction has on estimating elasticities. These

We measure impacts of entry conditions on labor market outcomes for the US college graduating classes of 1974–2011. A large recession reduces initial earnings by 10%, through full-time work and wages, with small persistent impacts on wages. Those in high-paying majors experience smaller impacts on most labor market outcomes, widening earnings inequality across majors. In the Great Recession, early earnings losses are much larger than predicted given past patterns and the size of the recession. This is partially because the cyclical sensitivity of demand for college graduates has more than doubled. Recession effects also became more evenly distributed across majors.

Since 1970, the fraction of mixed-race black-white births has increased nearly ninefold. This paper describes basic facts about the behaviors and outcomes of black-white mixed-race individuals. Unsurprisingly, on a host of background and achievement characteristics, as well as adult outcomes, mixed-race individuals fall in between whites and blacks. When it comes to engaging in risky and antisocial adolescent behavior, however, mixed-race adolescents are stark outliers compared to both blacks and whites. We argue that these behavioral patterns are most consistent with a two-sector Roy model, in which mixed-race adolescents, not having a predetermined peer group, engage in more risky behaviors in order to be accepted.

We show that, among college graduates, earnings differentials across field of study have increased substantially since the early 1990s. We study the degree to which this increase can be accounted for by changes in the labor market return to skills associated with a major. To do so, we define major-specific measures of the relative importance of abstract, routine, and manual tasks on the job, by linking majors to the occupations they typically lead to. Changes in the relationship between earnings and these measures can account for about two-thirds of the rise in inequality.