The New Ecology of Tornado Warning Information: A Natural Experiment Assessing Threat Intensity and Citizen‐to‐Citizen Information Sharing

The complexity of the modern information ecosystem raises many questions for public organizations. In the context of emergency management, information (such as warning messages) is communicated not only from a source of authority to the public but also between members of the public. The authors use a series of storms that affected Oklahoma in the spring of 2016 to test propositions related to how information about tornado warnings reached the public and who received and shared information about the storm, as well as to identify how gender and age mediate the influence that exposure to an extreme weather event has on the sharing of this information. Overall, the authors find that reported exposure to a tornado increases information sharing through a variety of media and technology. The effect of the tornado erases the otherwise present gender gap in sharing information, while it has little effect on the media platforms that are most popular among older respondents.     

‘Toys’ and ‘Whispers’ in ‘16‐land’: SOE and Ireland, 1940–1942

This article explores SOE plans to organise stay behind parties in neutral Ireland in cooperation with Irish army officers, in anticipation of a successful German invasion, as well as efforts to prepare for sabotage operations and to plant rumours through its agent Roddy Keith, and later through the British press attache John Betjeman. SOE's ambitions were opposed both by MI5 and SIS. MI5 wished to protect its own links with Irish intelligence, while SIS feared for the security of its covert Irish networks (which in fact were already penetrated). The consequent rows drew in C, Sir Frank Nelson, and other senior figures. They were resolved by Churchill, who felt that to provide the Irish with war material would only encourage them in their neutrality policy. His verdict was taken as an instruction to SOE to quit Ireland.     

High School Exit Exams and Dropout in an Era of Increased Accountability

A key form of student‐level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students who cannot pass HSEEs moderates any dropout effects. Using a district‐grade‐level panel assembled from the Common Core of Data, we exploit the fact that new exit exam policies first affect a particular graduating class, so we can isolate the impact of exposure to HSEEs for students in one grade in a district separate from other unaffected grades in the same district. We estimate dropout effects by grade for all students, and by race, sex, and urbanicity. We find that HSEEs increase dropout rates for students in the 12th grade, with especially large effects for African‐American students. Dropout effects are uniformly larger in states that do not provide alternate pathways to receive a diploma or alternative credentials for students that cannot pass exit exams. We estimate that 1.25 percent of 12th graders in these states do not graduate with their high school class, likely due to having a diploma withheld because of inability to pass the requisite HSEE. © 2013 by the Association for Public Policy Analysis and Management.