We estimate the effects of unobserved skills on labor market outcomes by investigating a change in the distribution of unobserved skills. Among people with the same levels of observed skills such as education and work experience, there are still disparities in labor market outcomes. since employers cannot observe all applicantsâ skills and productivity, they rely on the average skills of different groups. We exploit a discontinuity generated by the 2012 education policy in Iran. This policy restricting female students in specific college majors changes the size and skill distribution of high school graduates. We find three main findings. First, the education quota lowers women's college attendance. Second, young high-school graduate women are more likely to participate in the labor market and have a job. Third, the gender wage gap decreases among high-school workers due to both within and between occupation changes: treated women are paid more and they take up higher-paying middle-skilled positions that used to be non-traditional occupations for them.

Economists disagree about the factors driving the substantial increase in residual wage inequality in the U.S. over the past few decades. We identify and estimate a general model of log wage residuals that incorporates: (i) changing returns to unobserved skills, (ii) a changing distribution of unobserved skills, and (iii) changing volatility in wages due to factors unrelated to skills. Using data from the PSID, we estimate that the returns to unobserved skills have declined by as much as 50% since the mid-1980s despite a sizable increase in residual inequality. Instead, the variance of skills rose over this period due to increasing variability in life cycle skill growth. Finally, we develop an assignment model of the labor market and show that both demand and supply factors contributed to the downward trend in the returns to skills over time, with demand factors dominating for non-college-educated men.

Abstract: There are several possible explanations for the observed changes in inequality, the returns to education, and the gap between the wages of informal and formal salaried workers in Argentina over the period 1980-2002. Largely due to the lack of evidence for competing explanations, skill-biased technical change is the most likely explanation for the increases in the returns to education that occurred in the 1990s. Using a semi-parametric re-weighting variance decomposition technique and data from the Permanent Household Survey, the authors show that during the same period there was an increase in the returns to unobserved skill. This finding lends support to the hypothesis that skill-biased technical change has been a main driver of increases in inequality in Argentina. The pattern of changes suggests that the growth in returns to unobserved skill may have been partly responsible for the relative deterioration of informal salaried wages during the 1990s.

This volume contains original research articles which analyze the linkages between education and skills and the causes and consequences of different types of skill mismatch. The volume yields new insights regarding overeducation, underskilling, graduate jobs, wages returns to skills, aggregate productivity, job complexity and skill development.

This book revisits skills development policies and points to new directions for making training programs more effective and responsive in increasingly competitive labor market.

This volume contains seven original and innovative articles which analyze labor market transitions, how individuals progress from school to work, choose a particular occupation, move up the job ladder, and finally withdraw from the workforce to retirement. Investigations are done by race and gender; and social implications are examined.