Some people get annoyed when a scientific study goes and proves something that seems obvious. I love it. I find it very satisfying somehow — I don’t have the capability to go and do original research on all of this stuff, so it’s fun when someone else does the hard work and I get to say “I thought so!”

Here‘s the latest:

Children who misbehave at school are often punished by being kept inside at recess. But new research shows that recess helps solve behavioral problems in class.

Researchers from the Albert Einstein College of Medicine reviewed data on about 11,000 third graders, collected in 2002 as part of a large study, financed by the Education Department, to determine how an array of family, school, community and individual factors affected performance in school.

The study, published last week in the journal Pediatrics, found that about one in three of the children received fewer than 15 minutes of daily recess or none at all. Compared with children who received regular recess, the children cooped up during the day were more likely to be black, to come from low-income and less educated families and to live in large cities.

Children who had at least 15 minutes of recess scored better than the others on teachers’ behavioral ratings. Dr. Romina M. Barros, a pediatrician and assistant professor at Albert Einstein, said the data were important because many new schools were being built without adequate outdoor space for students.

“We need to understand that kids need a break,” Dr. Barros said. “Our brains can concentrate and pay attention for 45 to 60 minutes, and in kids it’s even less. For them to be able to acquire all the academic skills we want them to learn, they need a break to go out and release the energy and play and be social.”

This has been kind of a bugbear for me. When my daughter was in kindergarten, there was no recess at ALL. They were supposed to have recess but they didn’t because it was half-day kindergarten and they had so much to fit into their brief day. (The fact that kindergarten has become the new first grade is another bugbear but I’ll save that for another time.) They just didn’t have as much time to socialize as I thought they needed, and even though they were there for only a few hours, it was a pretty intense time.

Since she’s started all-day grade school, though, I have noticed a definite correlation between behavior and recess. They normally have two recesses of about half an hour each, but they don’t if the outside temperature goes below 20 degrees. We’ve had a lot of that, which means a lot of “indoor recess,” and a lot more behavior problems. While taking a break and socialization are big parts of why recess is important, just plain running around and burning off energy is another huge part of it.

The New Yorker is a pricey purchase here in Central Europe, but every so often I make it anyway, because its in-depth reportage is often unparalleled. One such piece of reportage I still vividly remember one or two years later dealt with valiant efforts to reform the education system in Denver. Nominally, at least. In truth, it was a both heart-wrenching and challenging panorama of how deep the roots are of the inequality of educational opportunity, and the problems of poverty, exclusion and ghettoisation that underlie it.

Even as the article covered chunks of policy debate, it didn’t get abstract and made you feel the human challenges involved. It resonated with personal experience, and I felt like forcing people to read it. Foremost those with glib answers about poverty and how people should just get themselves to work and pull themselves up by their bootstraps. It sounds stupid when you try to explain that even just getting yourself to another part of town for a job or better school can be an insurmountable obstacle if you’re – well, fill in your cliché – on the outside. But this article made you feel it.

Reading it you couldn’t help identifying with the Schools Superintendent who was trying so strenuously to make sense of it all, and to undertake a daunting effort, from the ground up, to make changes that would spread the benefits of education beyond the middle class.

Michael Bennet with family and, behind him, Governor Ritter. (Image used under CC license from Jeffrey Beall)

Well, that Superintendent, Michael Bennet, last week was selected by Colorado Governor Ritter to take Ken Salazar’s seat in the Senate.

All I know about him is that New Yorker article. Taniel at Campaign Diaries, however, explains that “Bennet looks to be among the most centrists of Ritter’s potential choices” and that “Ritter himself emphasized Bennet’s centrist politics, describing him with the “postpartisan” terminology that has become the cloak of the ideological center.” Practical, pragmatic, not dogmatic, that kind of thing.

Bennet himself pledged to follow in Salazar’s “bootsteps”, which are distinctly conservative for a Democrat. In short, the Bennet pick will “be frustrating progressives”, and he might oppose card check. Not exactly encouraging stuff.

And yet I can’t help feeling happy about the pick. Such is the power of good journalism. Happy except, of course, for the fact that the man will now no longer be heading Denver’s school system. When one of the major problems with the efforts there have been to improve the school system is inconsistency. The lack of follow-through: a burst of activity as the latest reform model is implemented, and just as effects start moving some of the intractable problems, a change in regime or a new model. Maybe you should make Schools Superintendent as prestigious a position as US Senator …

MALE VOTERS

Share of voters: 48% in 2000; 46% in 2004; 47% in 2008.

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FEMALE VOTERS

Share of voters: 52% in 2000; 54% in 2004; 53% in 2008.

Compared to John Kerry’s vote, Barack Obama gained about equal ground among both men and women. But compared to Al Gore’s performance, Obama gained much extra ground among men, but little among women.

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WHITE MEN

Share of voters: 39% in 2000; 36% in 2004; 36% in 2008.

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WHITE WOMEN

Share of voters: 42% in 2000; 41% in 2004; 39% in 2008.

The same distinction noted above is even more apparent among white men and women. Obama won 4-5 points among white men compared to both Gore and Kerry, but won only 2 among white women compared to Kerry, and actually did less well than Gore did. Turnout among white women was also weaker in proportion to turnout among white men than it was in 2004 (i.e, it was still higher, but less so.)

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BLACKS/AFRICAN-AMERICANS

Share of voters: 10% in 2000; 11% in 2004; 13% in 2008.

Speaks for itself. Note also the effect of the high turnout on the share of black voters in the electorate.

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LATINOS/HISPANICS

Share of voters: 7% in 2000; 8% in 2004; 9% in 2008.

Obama’s surge among Latinos this year (who said Hispanics would never vote for a black man?) has pushed the Republicans back to pre-2000 levels of support. On a side note, Latinos were among the very rare groups where the Nader candidacy still registered in 2004, possibly thanks to his VP candidate Peter Camejo.