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According to Cornelius Riordan, "By the end of the nineteenth century, coeducation was all but universal in American elementary and secondary public schools (see Kolesnick, 1969; Bureau of Education, 1883; Butler, 1910; Riordan, 1990).

One version of this argument holds that male-female brain differences favor the implementation of gender-specific teaching methods, but such claims have not held up to rigorous scrutiny.

In addition, supporters of single-sex education argue that by segregating the genders, students do not become distracted by the other gender's actions in the classrooms, but most of the social distraction in classrooms is actually attributable to same-gender interactions.

There is limited support for the view that single-sex schooling may be harmful or that coeducational schooling is more beneficial for the student." It also said that "In general, most studies reported positive effects for SS schools on all-subject achievement tests," and "The preponderance of studies in areas such as academic accomplishment (both concurrent and long term) and adaptation or socioemotional development (both concurrent and long term) yields results lending support to SS schooling." The quantitative data itself "finds positive results are three to four times more likely to be found for single sex schools than for coeducational schools in the same study for both academic achievement and socio-emotional development," said Cornelius Riordan, one of the directors of the research.

In 2008, the US government sponsored another study, Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics, which listed the benefits of single-sex schools: (1) Decreases distractions in learning, (2) Reduces student behavior problems, (3) Provides more leadership opportunities, (4) Promotes a sense of community among students and staff, (5) Improves student self-esteem, (6) Addresses unique learning styles and interests of boys or girls, (7) Decreases sex bias in teacher-student interactions, (8) Improves student achievement, (9) Decreases the academic problems of low achieving students, (10) Reduces sexual harassment among students, (11) Provides more positive student role models, (12) Allows for more opportunities to provide social and moral guidance, (13) Provides choice in public education.

They also argue that single-sex schooling does not adequately prepare students for adult workplaces and society, where males and females need to respect and communicate effectively with each other.

Coeducational schools offer greater opportunity to break down sexist attitudes through purposeful interaction with the other sex.

And by the end of the 20th century, this was largely true across the world.