distracted by the other gender's actions in the classrooms. Supporters of single-sex education also argue that the culture of coeducational settings causes some students to focus more on socialization, rather than prioritizing academics. Single-sex education supporters blame this focus on socialization for causing problems in student participation, attendance levels, and disciplinary problems. US 2005 systematic review and 2008 study A systematic review published in 2005 covering 2221 studies was commissioned by the United States Department of Education entitled Single-sex versus coeducational schooling: A systematic review. The review, which had statistical controls for socio-economic status of the students and resources of the schools, etc., found that in the study on the effects of single-sex schooling: "the results are equivocal. There is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of either benefit or harm. There is limited support for the view that single-sex schooling may be harmful or that coeducational schooling is more beneficial for the student." "In terms of outcomes that may be of most interest to the primary stakeholders (students and their parents), such as academic achievement, self-concept, and long-term indicators of success, there is a degree of support for [single-sex] schooling." In general, most studies reported positive effects for single-sex 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 single-sex 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 U.S. 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