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State News on Teaching EvolutionThe federal education law, No Child Left Behind, requires states establish standards for student assessment. As a consequence, states across the country are working to develop K-12 science standards and model curricula that will ensure students meet these standards. This process has seemingly reinvigorated a host of organizations that oppose the inclusion of evolution in public school curricula or advocate for the inclusion of "alternative theories" ranging from young-Earth creationism to intelligent design. The AIBS Public Policy Office works with various national and state organizations to monitor and report on state and local threats to the teaching of evolution in public school science courses. The AIBS Public Policy Office reports on these threats through its bi-weekly public policy report. To enable scientists and science educators to better track current and historic challenges to evolution, past public policy report items on evolution education are organized below by state and date. Alabama
Arkansas
California
Colorado
Florida
Georgia
Idaho
Iowa
Kansas
Kentucky
Louisiana
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nevada
New Mexico
Ohio
Oklahoma
Pennsylvania
South Carolina
Tennessee
Texas
Utah
Washington, DC
West Virginia
Wisconsin
Wyoming
National
Alabama04/18/06 Anti-evolution bills fail in Alabama State LegislatureOn 18 April 2006, two identical anti-evolution bills in the House of Representatives and Senate died at the end of the 2006 legislative session. These bills, introduced on 10 January 2006, resembled earlier "Academic Freedom Act" bills that died in previous sessions. 11/21/05 Alabama State School Board Votes to Continue Using Sticker DisclaimersOn 10 November, the Alabama state school board unanimously voted to continue using a sticker disclaimer that describes evolution as a "controversial theory" in biology textbooks. The disclaimer has been included in Alabama textbooks for more than 10 years. 05/27/04 Creationism Legislation Fails to Pass State HouseOn May 17, 2004 the Alabama legislature adjourned for this legislative session without voting on a number of controversial measures, including SB 336 "the Academic Freedom Act." The original version of this legislation would have allowed teachers to present "alternative theories" of "biological or physical origins." The measure was unanimously approved by the Alabama Senate Education Committee and approved by the full state Senate. The House Education Committee passed a modified version of the legislation by a vote of 9 to 1. In the House version, "alternative theories" language was replaced by language protecting the presentation of only "scientific information" on the "full range of scientific views." The change in legislative language was likely in response to growing criticism that the legislation was religiously motivated. Evidence for this was provided by the Senate sponsor of the legislation, Wendell Mitchell, who was quoted on May 16 stating, "We are trying to take every step we can to ensure that the people who are operating under this legislation are not challenged on the idea it is a religious effort." Mitchell, a democrat, previously has stated, "This bill will level the playing field because it allows a teacher to bring forward the biblical creation story of humankind." As a result of the seemingly continuous effort of the Alabama State Legislature to introduce non-scientific information into the science curricula, the Alabama Citizens for Science Education was established "to promote the best possible science in Alabama public schools." 04/26/04 Warning — Alabama Legislators Are At It Again: Legislation Would Allow Teaching Alternative Theories Of EvolutionSome anti-evolution activists are employing new tactics in their effort to secure legal authority to introduce "alternative theories" of evolution into public education curricula. Advocates in Alabama have moved beyond textbook disclaimers and are now pushing legislation, SB 336, the "Academic Freedom Act." The Alabama state Senate passed SB 336 by a vote of 28-0 on 8 April 2004. According to the National Center for Science Education, the legislation would give teachers at public institutions "the affirmative right and freedom to present scientific, historical, theoretical, or evidentiary information pertaining to alternative theories or points of view on the subject of origins" and students the right to hold a "particular position on origins, so long as he or she demonstrates acceptable understanding of course materials." Prior to passage, SB 336 was amended to also include a section reading, "The rights and privileges contained in this act do not apply to the presentation of theoretical information unless it is accompanied by scientific, historical, or evidentiary information." Reports from Alabama Senate Education Committee hearings held in March and Alabama House Education Committee hearings on similar legislation, HB 391, clearly indicate that the intent of the legislation is to protect the teaching of creationism, according to Nick Matzke of the National Center for Science Education. Many Alabamans are concerned with this latest threat to science education. A new group, Alabama Citizens for Science Education, has formed to promote the best possible science education in Alabama public schools. ACSE is now working to educate members of the Alabama state House about the nature of science and educational concerns about SB 336 and HB 391 in hopes of preventing House passage of these or other anti-science bills. Detailed legal and educational analyses of SB 336 and HB 391 are available on the ACSE website. Scientists and educators in Alabama are encouraged to contact ACSE to learn more and for information about contacting your member of the State House.
Arkansas03/28/05 Arkansas Intelligent Design Legislation Dies in CommitteeAs reported in the 14 March 2005 AIBS Public Policy Report, Arkansas State Representative Martin (R-Prairie Grove, District 87) recently introduced HB 2607. The legislation would have allowed the teaching of "intelligent design" as "a parallel to evolutionary theory" in the public schools of Arkansas. Education advocates throughout the state mobilized to oppose the legislation, which was referred to the Committee on Rules of the Arkansas House of Representatives. After the committee reviewed the legislation, no member of the committee moved to send the measure to the full chamber. 03/15/05 Intelligent Design Legislation in ArkansasDuring the past couple of months, state legislatures have begun their work for the coming legislative session. Not surprisingly, proposals that would require teachers to include intelligent design or to "teach the controversy" have surfaced. One recent effort is being spearheaded by a first term member of the Arkansas House of Representatives, Rep. Martin (R — District 87). Martin has introduced HB 2607 to allow the teaching of "intelligent design" as "a parallel to evolutionary theory" in the public schools of Arkansas. According to an analysis by the National Center for Science Education, if enacted the "bill would require the state Department of Education to include ‘intelligent design’ in its educational frameworks and encourage teachers in the state to include it in their lesson plans." Science, education, concerned parents, civil liberties advocates, and others throughout the state are taking the legislation seriously, but some are hopeful that the State Legislature learned its lesson when a 1981 Arkansas creationism measure was found unconstitutional. To learn more about developments in Arkansas, visit the National Center for Science Education at www.ncseweb.org. Scientists and science educators living in Arkansas interested in staying appraised of developments may also wish to subscribe to the AIBS/NCSE Arkansas State Evolution List Serve. For more information about this list serve or any of the other state lists, please visit www.aibs.org/mailing-lists/the_aibs-ncse_evolution_list_server.html.
California10/19/07 Cal Academy of Sciences Issues New Statement on EvolutionThe California Academy of Sciences, the oldest scientific institution in the American West, adopted a new official statement on evolution on 28 March 2007: "Evolution is a central concept in modern science, including biology, geology, and astronomy. The California Academy of Sciences, with its broad mission to explore, explain, and protect the natural world, recognizes that evolution is fundamental to understanding biological diversity and is a critical organizing principle for both scientific research and science museums." Additionally, the statement comments on evolution's place in the science classroom, adding, "The California Academy of Sciences recognizes the importance of understanding evolution for both scientists and the public, and we emphasize that evolution belongs in school curricula and textbooks as one of the fundamental concepts of modern science." 09/14/07 Creationist Lawyer Defeated (Again)On 7 September 2007, Judge Frank C. Damrell Jr. issued a summary judgment against plaintiff, Larry Caldwell, in Caldwell v. Roseville Joint Union High School District et al. Caldwell, a lawyer and parent in the Sacramento suburb of Roseville, had unsuccessfully lobbied the RJUHSD Board of Trustees in 2003 and 2004 to adopt his “Quality Science Education Policy” mandating that alternatives to evolution be taught in science classes. Following Board rejection of his proposals, Caldwell filed suit against RJUHSD and school officials in federal court, claiming his civil rights had been violated during the controversy. The Discovery Institute and a number of media sources on the religious right publicized Caldwell’s case. In his decision, Judge Damrell ruled that Caldwell provided insufficient evidence to support his claims of religious discrimination. For the decision in Caldwell v. RJUHSD (PDF), visit: 03/27/06 Lawsuit Against UC Evolution Website DismissedA U.S. District Court in California dismissed a lawsuit alleging that Understanding Evolution, a website sponsored by the University of California Museum of Paleontology and the National Center for Science Education, endorsed religious doctrines. The suit was filed by Jeanne Caldwell, the wife of anti-evolution activist Larry Caldwell, who objected to site language that called attention to the fact that evolution does not conflict with most religions. The site said, "Of course, some religious beliefs explicitly contradict science (e.g., the belief that the world and all life on it was created in six literal days); however, most religious groups have no conflict with the theory of evolution or other scientific findings." Caldwell claimed language such as this favored certain religious groups over others, thereby violating the Constitution's Establishment Clause. Judge Phyllis J. Hamilton did not consider the merits of Caldwell's claim; rather she dismissed the case because Caldwell lacked standing, or a sufficiently strong personal interest in the outcome of the case. 01/30/06 Settlement reached in "Philosophy of Design" class lawsuitAfter strong criticism from the science community and civil liberties advocates, a settlement has been reached in Hurst et al. v. Newman et al. The lawsuit was filed by a group of parents to force Frazier Mountain High School in Lebec, California, to cancel its course "Philosophy of Design." In the settlement, the defendants agreed to end the class and to ensure that no school in the El Tejon School District "shall offer, presently or in the future, the course entitled 'Philosophy of Design' or 'Philosophy of Intelligent Design' or any other course that promotes or endorses creationism, creation science, or intelligent design." 01/17/06 Science Education Lawsuits Continue in CaliforniaLawsuits involving science education and evolution continue in California, with the latest involving a school's offering of a four-week high school elective entitled "Philosophy of Design." A group of parents is suing the school district to force it to cancel the course at Frazier Mountain High School in Lebec. During the high-profile Dover trial in Pennsylvania, where a judge decided last month that the inclusion of intelligent design in a public school science curriculum is unconstitutional, some scientists stated that intelligent design might be applicable to a class on culture, religion, or philosophy. The problem with the Frazier Mountain course, according to the lawsuit, is that it advocates rather than examines intelligent design. Of the two-dozen videos on the syllabus, only one was not "produced or distributed by religious organizations" with "a pro-creationist, anti-evolution stance." As for the two evolution experts listed as class speakers, one was a local parent and scientist who had refused to speak to the class (and is now included in the lawsuit), and the other was Francis Crick-who passed away in 2004. A course description, according to the New York Times, stated, "This class will take a close look at evolution as a theory and will discuss the scientific, biological and biblical aspects that suggest why Darwin's philosophy is not rock solid." Lawyers from Americans United for Separation of Church and State are representing the parents. The Seattle-based Discovery Institute, the leading intelligent design group, has sought to distance itself from the course by writing a letter to the school district stating, "The title and nature of this course are problematic and appear to misrepresent the content of the course and intelligent design. Sum We respectfully request that you either reformulate the course by removing the young earth creationist materials or retitle the course as a course not focused on intelligent design." 09/12/05 Creationists sue University of CaliforniaThe latest creationism battle may be fought in federal court once again. This time, the Association of Christian Schools International, the Calvary Chapel Christian School in Murrieta, California, and students at the school have filed a complaint because of a UC policy that rejects high school biology courses that use textbooks published by Bob Jones University Press and A Beka Books. The books have been described as "inconsistent with the viewpoints and knowledge generally accepted in the scientific community." 06/07/04 Roseville school board rejects proposal to include alternatives to evolution in school curriculaFor much of the past year, the Roseville Joint Union School District board of trustees has been occupied by a proposal to mandate that alternatives to evolution be included in science courses. On June 1, 2004 the school district near Sacramento voted down a resolution that would have established "The Quality Science Education Policy." Ultimately, the proposal was only supported by the school board president, Dean Forman, and board member Kelly Lafferty. Three board members opposed the resolution. According to the Roseville Press-Tribune, in public debate in opposition to the proposal, board member Jan Pinney stated, "We need [teachers] with us, not against us. They have spoken with one voice."
Colorado10/06/06 Colorado scientists organize to combat attacks on evolutionColorado scientists recently formed the Colorado Evolution Response Team (CERT) to combat attacks on science and oppose efforts to weaken the teaching of evolution in the science classroom. They were motivated by the comments made by Janet Rowland, 2006 Republican candidate for lieutenant governor, in support of teaching creationism alongside evolution in Colorado science classrooms as well as the 2005 replacement of "evolution" with the term "adaptation" in statewide science aptitude tests. CERT's members include scientists from the Health Sciences Center, CU-Boulder, National Jewish Hospital, Colorado State University, the University of Denver, CU-Denver and the School of Mines. In a 5 October 2006 interview with the Denver Post, CERT member and School of Mines physicist Matt Young said of proponents of creationism and intelligent design, "They're taking religious beliefs and pretending they can make them science. I hope that CERT will be able to support teachers and parents in situations where science is being distorted."
Florida04/14/08 Evolution still under attack in FloridaIn Florida, the “Evolution Academic Freedom Act” (HB 1483, SB 2692) is moving swiftly through the state legislature despite criticism and protests from teachers, scientists, the Florida chapter of the American Civil Liberties Union, and staff for the Florida legislature. These legislative initiatives were introduced in response to the new state science standards approved by the Florida State Board of Education in February that include the term “evolution.” If passed, the legislation would “protect the right of teachers to objectively present scientific information relevant to the full range of scientific views regarding chemical and biological evolution.” Science education advocates argue that the legislation would allow teachers with narrow religious agendas to “teach the controversy” when it comes to evolution, presenting ideas like creationism and “intelligent design” as if they were science. Like other “academic freedom” bills, the proposed Florida legislation would also protect students who provide non-scientific explanations for natural phenomena in class assignments. The measures have been reviewed, amended, and approved by 2 Senate Committees (Education Pre-K-12 Committee; Judiciary Committee) and the House’s School and Learning Council. They now await second readings in both houses. In response to these developments, the Florida Citizens for Science and a coalition of science organizations held a press conference and roundtable discussion on 14 April 2008 to highlight the threats HB 1483 and SB 2692 pose to the science curriculum in Florida’s public schools (http://www.flascience.org/wp/?p=535). 02/19/08 Florida science standards evolveOn 19 February 2008, by a 4-to-3 vote, the Florida State Board of Education approved new science standards that include — for the first time — the term “evolution.” These new standards replace the 1996 Sunshine State Standards for Science, widely criticized by science education experts for their deficiencies. The version accepted by the Board today, however, did include a last minute addition of the words “scientific theory of” to precede evolution and other major scientific concepts (e.g., cells, atoms, plate tectonics, and electromagnetism) in each Big Idea or Benchmark described in the standards. (http://www.fcrstem.org/Uploads/1/docs/FLDOE/K-12_Proposal2ScienceStandards.pdf) The newly adopted standards were written by a committee of parents, scientists, and educators, and clearly state: “Evolution is the fundamental concept underlying all of biology and is supported by multiple forms of scientific evidence.” The draft standards were open to written public comment through 19 December 2007, and the Florida Department of Education received thousands of comments both praising and denouncing the standards. Education officials organized several public hearings, the last of which occurred 11 February 2008 in Orlando. Despite high marks from Dr. Lawrence Lerner, an expert on statewide science education standards at the Thomas B. Fordham Foundation, and the scientific community, the proposed science standards evoked vocal opposition. Eleven county school boards adopted resolutions calling for evolution to be taught as theory, not fact. Additionally, the proposed standards were opposed by the Florida Baptist Convention, the Christian Coalition of Florida, the Community Issues Council, and the Florida Family Policy Council. AIBS commented on the draft standards on 8 February 2008 with a letter to each member of the State Board of Education. The letter is available at: http://www.aibs.org/position-statements/20080208february2008_a.html 12/10/07 Email stirs up evolution controversy FloridaA situation similar to the recent email controversy in Texas, yet with a much different final outcome, recently came to light in Florida. The St. Petersburg Times reported 8 December that Selena “Charlie” Carraway, program manager for the Florida Department of Education’s Office of Instructional Materials, recently sent a message from her personal e-mail account urging fellow Christians to oppose newly proposed Florida science standards that prominently include evolution. In the e-mail, widely distributed across Florida, Carraway invoked her official position in order “to give this email credibility.” She further stated, “Districts will not have a choice in teaching evolution as a theory, but will be expected to teach it as stated in these standards, big ideas, and benchmarks… Whose agenda is this and will the Christians in Florida care enough to do something about it?” Carraway was reprimanded for her actions by the Department of Education, but remains on the job. Florida’s draft standards have been applauded by science education advocates and are considered a significant improvement over the deficient 1999 standards. Public comments on the new draft standards are welcome until 19 December 2007 (http://tools.fcit.usf.edu/ScienceReview/). The Florida Board of Education is expected to vote on adopting the new standards sometime in January 2008. 10/23/07 Evolution Prominent in New State Science StandardsIn dramatic contrast to its deficient 1999 science standards, the Florida Department of Education released a draft revision of science standards on 19 October 2007 that prominently feature evolution. Joe Wolf, president of Florida Citizens for Science commented to the Orlando Sentinel on 20 October that should these revised standards be adopted, "the kids will have a better understanding of science, which is what it's all about." Public comments on the standards are welcome until 19 December 2007 (http://tools.fcit.usf.edu/ScienceReview/). 06/10/07 Tallahassee Scientific Society Passes Resolution on IDIn response to the Florida Department of Education's review of science teaching standards for K-12 classrooms---a process that began in May 2007 month and is projected to conclude in the spring of 2008---the Tallahassee Scientific Society Board of Directors passed a statement of resolution against the teaching of intelligent design (ID) as science on 4 June 2007: http://www.tss.eng.fsu.edu/news.htm 09/12/05 Bush names Yecke to number two post in K-12 educationIn 2004 the state of Minnesota struggled through an aggressive and combative debate over the state's science standards. According to many, a central figure that led to the controversy was MN Education Commissioner Cherie Pierson Yecke. Yecke endorsed the idea that local teachers should be free to teach creationism and seemingly re-wrote draft science standards. Following the controversy, Yecke's standards were rejected and the state Senate refused to confirm her for the post of Education Commissioner. For more on the Minnesota situation, please visit www.aibs.org/public-policy/evolution_state_news.html#824. According to the Tampa Tribune, Florida Governor Jeb Bush (R) has announced that Yecke will fill the number two post in the Florida Department of Education where she will work on middle school reform. According to one report, Yecke has noted that she does not intend to advocate for intelligent design/creationism when Florida's science standards are reconsidered next year. 04/11/05 Academic Freedom legislation introducedFlorida State Representative Dennis Baxley (R) has been pushing an "academic freedom" bill that aims to protect students with conservative views from what Baxley perceives as a strong liberal bias on college campuses. The bill seeks to, among other things, allow students to have access to a "broad range of serious scholarly opinion pertaining to the subjects they study." If enacted, the legislation would pave the way for student lawsuits against professors. While promoting the bill, Baxley used the teaching of evolution as an example of a case in which he believed such a lawsuit might be justified. Although the bill has passed the House Choice and Innovation Committee, part of the Education Council (which Baxley chairs), its chance of landing on state law books appears slim. Senate President Tom Lee told the St. Petersburg Times that he was not sure the legislation was needed, and Governor Jeb Bush expressed the same view, saying, "I don't know if the bill itself is the correct solution."
Georgia12/19/06 Cobb County evolution case finally resolvedOn 19 December 2006, a settlement was announced in Selman v. Cobb County, Georgia, that was lauded by both science education and civil liberties groups and eliminated the need for a retrial. In the agreement, the Cobb County Board of Education and School District agreed not to restore the warning sticker (in any form) that described evolution as "a theory, not a fact" to science textbooks. Additionally, the Board and District were enjoined to not take any number of actions that "would prevent or hinder the teaching of evolution" and must reimburse $166,659 of the plaintiffs' legal fees. This settlement follows the 25 May 2006 Eleventh Circuit Court of Appeals decision that sent the case back to the District Court over concerns about evidence. The Cobb County Board of Education had appealed a 13 January 2005 federal court ruling where the textbook warning stickers were considered a violation of the Establishment Clause of the First Amendment and were immediately ordered to be removed. The initial trial of Selman v. Cobb County took place in late 2004 after eleven parents filed suit against the Cobb County Board who, under pressure from local creationists, originally adopted the stickers in 2002. This settlement has been hailed by the science education community as a real victory for Cobb County students who now "will be free to learn about evolution — the central principle of the biological sciences — without the distortions of a narrow religious agenda," according to Eugenie Scott, the executive director of the National Center for Science Education. 06/05/06 Cobb County Case Goes Back to District CourtIn an appeal to the Selman vs. Cobb County School District case, which originated in 2002 after a Georgia school district placed on science textbooks disclaimer stickers that called evolution a "theory, not a fact," the 11th Circuit Court of Appeals sent the case back to the District Court for further proceedings. The three-judge panel decided there was not enough evidence to decide the case. This means the lower court can now start a new trial or flesh out the evidence in a series of questions posed by the appeals court. In January 2005, the federal district court ruled in favor of the parents who sued to have the stickers removed. AIBS was among 56 scientific organizations to submit an amicus curiae brief—or a "friend of the court" document—to the Appeals Court in defense of US District Judge Clarence Cooper's decision to disallow the evolution disclaimers on the grounds that they violated the constitutional principle of separation of church and state. Cooper wrote that any "reasonable observer" would understand the school board to be endorsing creationism in the schools. According to an Atlanta Journal Constitution editorial, "Fortunately, there doesn't seem to be much interest within the current [school] board in reviving the stickers in Cobb while the case goes back before a trial court. Nor has any of the 10 or so candidates for the two school board seats up for election this year indicated that would be a good idea." 12/12/05 Evolution in the Courts - An update on Cobb CountyThe federal appeals court in Atlanta is set to hear arguments this week on the legality of "evolution disclaimers" included in Cobb County, Georgia biology textbooks. The case stems from a 2001 decision by the Cobb County school district to include in biology textbooks sticker disclaimers that read: "This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully and critically considered." Five parents sued the school district in 2004 seeking removal of the stickers. In January 2005, U.S. District Court Judge Clarence Cooper ruled that the stickers were unconstitutional because they unacceptably endorsed religion. The school district appealed the decision claiming, "The mere fact that a part of the language of the sticker may coincide with the religious views of some citizens does not render it unconstitutional." 06/20/05 AIBS and Others Submit Amicus Brief in Cobb County Case
05/10/05 Federal Court Denies Cobb County Motion to Delay Sticker RemovalOn 4 May 2005, a federal appeals court denied a request by the school board of Cobb County, GA, to delay the removal of evolution disclaimers from its science textbooks. School board officials ordered use of the disclaimers--which call evolution "a theory, not a fact"--in 2002. A group of concerned parents responded with a lawsuit and US District Judge Clarence Cooper subsequently ruled the disclaimers unconstitutional. Cobb County officials are appealing the decision, but for now, they will have to stick to the Court-ordered plan to remove the disclaimers this summer. (See the 18 January 2005 Public Policy Report for more details, www.aibs.org/public-policy-reports/public-policy-reports-2005_01_18.html). 01/31/05 Legislation Introduced to Require Evidence Against Evolution be Taught in SchoolsIn January, members of state legislatures returned to their capitols and began introducing legislation that reflects their policy priorities. Not surprisingly given the increased public profile of evolution education, legislators in many states have introduced measures that would require disclaimers be placed in textbooks, require that intelligent design/creationism be taught along side evolution, or requiring that science teachers 'teach the controversy.' Back in Georgia, where a federal judge recently ruled that Cobb County's textbook disclaimers are unconstitutional, a member of the Georgia House of Representatives introduced House Bill 179. This legislation would require that "Whenever any theory of the origin of human beings or other living things is included in a course of study," evidence against evolution would also be included. When the Speaker of the Republican-controlled state House was asked about the measure, he simply noted that any member of the caucus can introduce any legislation they like. Georgia Citizens for Science Education and other organizations that support a strong K-12 science curriculum are not taking the measure lightly. 01/18/05 Court Rules Disclaimers Must Come Out of TextbooksOn 13 January 2005, United States District Judge Clarence Cooper issued a 44 page ruling in the case of Selman et al versus Cobb County School Board. Briefly, the case was brought by parents that objected to the Cobb County School Board's decision to place anti-evolution stickers in textbooks. In essence, the parents argued that the stickers are a violation of the U.S. Constitution's Establishment Clause, which prevents the government from intruding on religion. Judge Cooper's ruling found that the school board's actions are unconstitutional and ordered that: "1. Defendants shall immediately remove the Sticker from all science textbooks into which the Sticker has been placed 2. Defendants are permanently enjoined from disseminating the Sticker in any form." Finally, the Defendants were also ordered to pay plaintiff's court costs. 04/12/04 Federal Judge Denies Motion To Dismiss Cobb County Textbook Disclaimer LawsuitCaution: Before the recent statewide fight about whether "evolution" should be included in state science standards, there was Cobb County. Many may recall that Cobb County has approved a policy that requires a sticker with a disclaimer be placed in the front of textbooks that include information about evolution. The sticker reads, "This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully and critically considered." In August 2002 six parents in Cobb County filed suit against the school system to get the stickers removed. The parents contend that the disclaimer restricts the teaching of evolution, promotes and requires the teaching of creationism and discriminates against particular religions. In response to a motion by the school district to have the case dismissed, a U.S. District Judge recently ruled the suit has merit and can proceed to trial. The judge noted that the disclaimer could have the effect of advancing or inhibiting religion. According to a CNN.com report, the judge "weighed the constitutionality of the issue by applying a three-pronged test handed down by the U.S. Supreme Court in 1971. In order to get the lawsuit dismissed, the school board had to show that the disclaimer was adopted with a secular purpose; that its primary effect neither advances nor inhibits religion; and that it does not result in an excessive entanglement of government with religion." The school board reportedly only met the first test. The judge further noted that while the disclaimer does not include any specific biblical references, it was clear that most of the school board wanted students to consider non-scientific alternatives. 02/17/04 Science Wins In GeorgiaAs reported in the 3 February 2004 edition of the AIBS Public Policy Report the Georgia state superintendent of education recently proposed eliminating evolution and other important science concepts from Georgia science standards. In response, a broad coalition lead by the Georgia Citizens for Integrity in Science Education (GCISE) launched an aggressive public education campaign to inform the public and decision makers about the nature of science and the importance of student understanding of these concepts to the future economic competitiveness of the state. In response to sharp and mounting public criticism, the proposal has been withdrawn. Moreover, the State Board of Education, which ultimately must adopt Georgias standards, has issued a consensus statement calling for the use of national standards in all areas of the curriculum, including science education. 02/03/04 Political Science: Georgia Could Remove Evolution And Include Creationism And Intelligent Design In Science Education StandardsGeorgia is again center stage in the political debate on K-12 science education standards. The state is in the midst of reviewing and adopting statewide science standards that will shape the content of middle and high school science courses and the content of statewide student assessments. The problem is that the Georgia Superintendent of Education, Kathy Cox (R), has stated that the standards should not include the term "evolution," but should instead refer to "changes over time." If this were not bad enough, Cox is on record as supporting the active presentation of 'alternative theories of evolution,' specifically creationism and intelligent design. Further, media reports indicate that references to the age of Earth and "long" Earth history have been removed from the standards to placate young-Earth creationists. Since the release of the draft standards and following a press conference in which Superintendent Cox referred to "evolution" as nothing more than a "buzzword," scientists, teachers and parents throughout Georgia have come together to actively oppose the standards. While the Governor has reportedly declined to make a detailed statement on the proposed standards, he has stated through a spokesperson that on such a controversial issue as evolution public debate is appropriate. Importantly, there is high-profile opposition to the Superintendent's proposed standards. Following the release of the standards, some Democrats in the State Senate took to the floor to criticize the proposed standards. Opposition has also come from Georgia's most recognized son, former President Jimmy Carter. "As a Christian, a trained engineer and scientist, and a professor at Emory University, I am embarrassed by Superintendent Kathy Cox's attempt to censor and distort the education of Georgia's students," Carter stated. Carter further asserted, "There can be no incompatibility between Christian faith and proven facts concerning geology, biology, and astronomy." For additional information about the Georgia science standards
08/30/02 Cobb County (Georgia) Hit With The Id VirusA lawsuit by the American Civil Liberties Union against the Cobb County Board of Education, challenging the county's infamous textbook disclaimer labels wasn't enough to make the Board of Education think twice about taking up a request to allow its teachers to teach "alternatives to evolution" in the county's science classrooms. In March, several dozen parents asked the board to bring alternatives such as "intelligent design" into the classroom. The board has issued a press release stating, "the Board wants to ensure that the science curriculum of the District exposes students to a variety of testable theories and scenarios regarding the origin of species in compliance with the Constitutions of the United States and Georgia." A vote is expected at the Board's September 26 meeting. Meanwhile, the Board has been sued over the disclaimer labels that it pastes into its biology, astronomy, environmental science, botany, and zoology textbooks, reading "This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered." Biologists at the largest universities in Georgia petitioned the school board this summer, unsuccessfully, to stop the disclaimers.
Idaho10/13/05 University of Idaho President Endorses EvolutionIn a recent letter to faculty, staff, and students, University of Idaho president, Timothy P. White, Ph.D., clearly stated the University's position on evolution. Dated October 4, the statement explains, "As an academic scientific community and a research extensive land-grant institution, we affirm scientific principles that are testable and anchored in evidence...[Evolution] is the only curriculum that is appropriate to be taught in our bio-physical sciences." White continued, "At the University of Idaho, teaching of views that differ from evolution may occur in faculty-approved curricula in religion, sociology, philosophy, political science or similar courses. However, teaching of such views is inappropriate in our life, earth, and physical science courses or curricula." The debate over intelligent design has intensified recently at the University of Idaho after it was announced that Scott Minnich, professor in the Department of Microbiology, Molecular Biology, and Biochemistry will testify in Kitzmiller v. Dover case. Minnich, a fellow at the Seattle-based Discovery Institute's Center for Science and Culture - the leading national proponent of intelligent design, will testified in defense of the school board's intelligent design curriculum. To read the statement in its entirety, please visit http://www.president.uidaho.edu/default.aspx?pid=85947.
Iowa08/29/05 Iowa State Faculty Rejects ID/CreationismFollowing recent statements supporting the teaching of intelligent design/creationism by President Bush, Senator Bill Frist (R-TN), and Senator John McCain (R-AZ), nearly 120 Iowa State University faculty members have signed a letter rejecting "all attempts to represent ID as a scientific endeavor." The statement is currently available at online at www.iowastatedaily.com/vnews/display.v/ART/2005/08/23/430a8680abec8.
Kansas02/13/07 Kansas Board of Education returns evolution to state science curriculaOn Tuesday, 13 February 2007, the Kansas Board of Education approved new science standards that reflect the consensus of the scientific community on evolution and reject the "teach the controversy" stance of intelligent design/creationism advocates. The new guidelines replace those approved in November 2005 that called into question well-accepted concepts in evolution and permitted the teaching of supernatural phenomena, such as intelligent design/creationism, in public school science classrooms. Those standards were intensely criticized by scientific and educational organizations, including the American Institute of Biological Sciences, the National Academy of Sciences, the National Science Teachers Association, and the National Center for Science Education. The new Kansas science standards further clarify that science is "a human activity of systematically seeking natural explanations for what we observe in the world around us." The 6-4 vote for the new science standards was a result of last November's elections, in which two anti-science board members were defeated. The science guidelines, the fifth set passed in eight years, will be used to develop tests that determine how well Kansas students are learning science. 11/07/06 Kansas voters support evolution educationOn 7 November 2006, Kansas voters placed control of the state Board of Education back in the hands of members who support teaching evolution. Supporters of evolution education once again control the board with a 6-4 majority. Republicans Sally Cauble (District 5) and Jane Shaver (District 9), both supporters of evolution education, replaced anti-science members of the board. However, Republicans John Bacon (District 3) and Ken Willard (District 7) were re-elected. Bacon and Willard were part of the 6-4 anti-evolution majority that redefined science in 2005 and allowed the teaching of intelligent design/creationism. Incumbent governor Kathleen Sebelius (D) was re-elected to a second term. In October 2006, Sebelius called the Board of Education "an embarrassment to the state" and vowed to push for a constitutional amendment to make the board advisory and shift power to a Secretary of Education in the governor's Cabinet. 08/14/06 Kansas primary voters send message, againOn 1 August 2006, voters in Kansas went to the polls to select party candidates for various state and federal offices, including the highly politicized state board of education. Five seats on the ten member board are up for grabs this November. Among the various hotly debated issues in each of the board of education primary contests was the state's 'science standards.' As most in the science community are well aware, in 2005 the Kansas board of education voted 6-4 to redefine science so that supernatural phenomena, such as intelligent design/creationism, could be taught in the state's science classrooms. The five board primaries included one democratic and four republican contests. After the dust settled, a democrat and two moderate republican candidates opposed to the 2005 standards won their races. Two conservative republican incumbents that helped craft the standards retained their parties slot to run in November. As most Kansas political observers have noted, the outcome of the primary suggests that regardless of who wins in the November elections, candidates opposed to the 2005 anti-evolution standards are poised to hold at least a two seat majority on the board. Optimistic science education advocates also note, however, that the two conservative incumbents that support the 2005 standards will face challengers in November. If the challengers won either or both of these races, the "pro-science" board majority would be larger than two votes. In a press statement released following the primary, AIBS president Kent Holsinger said, "This appears to be a great outcome...when scientists, educators, parents and the business community come together to explain the value of quality science education, everyone benefits. People want students to get the best education possible so that they will be able to compete for quality jobs. The lesson for the science community is that we must recommit ourselves to making sure that every American understands the nature of science." To read the complete press release, please go to ../position-statements/20060802_biologists_resp.html. 07/17/06 Evolution Education at the Center of the Kansas Primary ElectionFor those tracking evolution education developments, the spotlight will be on the Kansas primary election on 1 August 2006, where candidates on both sides of the issue will face off before Kansas voters. At the center of this controversy are the Kansas state science standards that were amended by the state board of education in November 2005 to allow for the teaching of intelligent design. The terms of five board members expire this year and the August primary election will give science education supporters a chance to take back control of the panel. Kansas residents that are interested in registering to vote, please visit the Kansas Secretary of State's website available at: www.kssos.org/elections/elections_registration.html. For more information about Kansas science education issues, visit the National Center for Science Education at www.ncseweb.org. For information about developments in Kansas and other states and to view prior AIBS statements on Kansas, please visit www.aibs.org/evolution-initiatives/. 11/08/05 Kansas Board of Education Adopts Standards That Demean ScienceThe Kansas State Board of Education has done a disservice to the state's K-12 students by voting today to adopt a curriculum that redefines science such that intelligent design/creationism and other supernatural concepts could be taught in science classes. While Kansas legislators and business leaders have worked to provide incentives and opportunities for scientists—for instance, by passing the Kansas Economic Growth Act, a $500-million investment in bioscience—the Kansas school board has worked equally hard to undermine those incentives. As expected, the board adopted science standards that question evolution, ignoring objections from an external review panel and from the original committee of scientists and educators tasked with writing the standards. Members of the mainstream scientific research community maintain that there is no controversy about evolution, a unifying principle of biology. "Unfortunately the Kansas State Board of Education is determined to disregard advice from the scientific community," says Dr. Marvalee Wake, president of the American Institute of Biological Sciences. "The sad thing is that the students, particularly those interested in pursuing science careers, are in danger of falling behind their peers in other states and nations."
11/07/05 NAS and NSTA Say No to Kansas Board of EducationThe National Academy of Sciences (NAS) and the National Science Teachers Association (NSTA) have denied the Kansas board of education use of copyrighted material in the state's new science education standards. In a joint statement released 27 October, the organizations criticized the standards, saying the most recent draft "inappropriately singles out evolution as a controversial theory...the use of the word controversial is confusing to students and the public and is entirely misleading." Additionally, both groups criticized the decision to delete language that defined science as "a search for natural explanations of observable phenomena." Media reports suggest that after removing the references to the organizations' materials, the 6-4 conservative majority on the school board will adopt the anti-evolution standards on 8 November. These developments are similar to a case in 1999 when NAS, NSTA, and AAAS denied copyrights for the science standards developed by the then pro-creationism Kansas Board of Education. For more information on the Kansas science education standards, please read the 10 May AIBS public policy report at http://www.aibs.org/public-policy-reports/public-policy-reports-2005_05_10.html. 08/15/05 Board of Education Moves Once Step Closer to OKing ID in Kansas ClassroomsThe Kansas State Board of Education has voted 6-4 to adopt science standards that question evolution and redefine science such that intelligent design and other non-scientific concepts could be taught in science classes. The standards will now go through an external review panel before a final vote this fall, but observers expect the board to approve them in their current form. Readers will recall that it was this board that held the widely criticized "kangaroo court" hearings on intelligent design in May 2005. (For more history, please see the 5 July 2005 AIBS Public Policy Report.) 07/05/05 State Board Continues Process to Weaken Science EducationFollowing the "kangaroo court" style hearings on evolution, the Kansas state board of education voted 7-3 last month to adopt a draft version of science standards that are critical of evolution. The outcome is not a surprise; members of the board's conservative majority had previously expressed their predisposition to including the teaching of intelligent design in science classrooms. According to the National Center for Science Education, the May court hearings cost Kansas taxpayers roughly $17,000. Next month the writing committee will review the latest draft of the science standards. The board will then evaluate the standards again after reading the writing committee's comments and send them on to an external reviewing body. A final vote will likely occur in September. 05/10/05 Kansas School Board Convenes Kangaroo CourtThe Kansas State Board of Education began its 'hearings' on evolution and intelligent design/creationism on 5 May 2005. The American Association for the Advancement of Science and other invited science organizations and scientists have refused to participate in what has been described as a kangaroo court designed to build public support for the Board's anticipated decision to reintroduce intelligent design/creationism into statewide science standards. 03/15/05 Here We Go AgainIn Kansas where anti-evolutionists regained control of the state Board of Education in the last election, efforts are underway to add intelligent design into the state science curricula — again. In February, the Board of Education approved a plan to establish a subcommittee "to conduct hearings to investigate the merits of the two opposing views." The subcommittee’s structure and method of operation are still somewhat uncertain, though the underlying purpose is clear. 08/17/04 Evolution At Risk in Kansas, AgainFollowing widespread criticism of the Kansas State Board of Education’s (SBOE) 1999 decision to adopt science standards that “de-emphasized” evolution, Kansans embarrassed by the negative attention their state received elected a new state school board. The SBOE reversed the 1999 decision by a 6-4 vote. However, since that action was taken the SBOE membership has changed and the Board has been deadlocked 5-5 on the issue of evolution in the state science standards. Thus, both sides acknowledged the importance of this year’s election to the future of K-12 science education in Kansas. Two SBOE seats on the board were strongly contested in the 3 August 2004 Republican primary. One held by evolution supporter, Bruce Wyatt (R), and the other by Steve Abrams (R). Abrams supported the 1999 move that restricted evolution education in science courses. Wyatt and Abrams both faced challenges from fellow Republicans. Wyatt was opposed by conservative Kathy Martin (R), a former school teacher, creationist, and champion of the 1999 policy. Martin received the support of the conservative Kansas Republican Assembly. The KRA also supported incumbent board member Steve Abrams, who defeated evolution supporter Tim Aiken (R). Results from the primary are significant as Wyatt and Abrams will face no challengers in the fall SBOE election. Thus, it appears that individuals wishing to “de-emphasize” evolution or otherwise weaken evolution content in Kansas science courses will soon enjoy a one vote majority on the Kansas SBOE.
Kentucky09/05/07 Evolution Advocates Force Tourism Agency to Revise Description of Creation MuseumUntil late August, the Northern Kentucky Convention and Visitors Bureau’s Web site described the Answers in Genesis Creation Museum as a local attraction aiming to "counter evolutionary natural history museums that turn countless minds against Christ and Scripture." Daniel Phelps, evolution advocate and president of the Kentucky Paleontological Society, protested this description by the tax-supported tourism agency as an inappropriate use of public funds. He explained to the Cincinnati Enquirer (26 August 2007), "There's many people who are very religious, and they don't have a problem with evolution," he added. "If the creationists want to say things like that on their own Web site, that's their business." By 1 September, the Bureau had quietly revised its Web site, now describing the Creation Museum as “[a] walk through history via the pages of the Bible -- exploring how scripture provides an eye-witness account of the beginning of all things.” 05/28/07 Creation Museum OpensThe doors of the Answers in Genesis Creation Museum, located in northern Kentucky, just minutes from Cincinnati, Ohio, opened to the public on 28 May 2007. Over 4000 people visited the museum on its first day, with reports of many waiting up to two and a half hours to see the exhibits. The $27 million, 60,000 square-foot museum features scientific-appearing dioramas and exhibits that present the story of Biblical creation as literal truth. The exhibits, which employ high-tech animatronics, videos, murals, and live animals that are so often used in natural history museums, depict dinosaurs coexisting with humans, the Garden of Eden, and a replica of Noah’s Ark. One exhibit, “Dinosaur Dig Site,” compares the work of an evolutionary paleontologist to a creationist paleontologist and directs visitors to the conclusion that science can and should involve the supernatural. On its opening day, protesters gathered for a “Rally for Reason” at the gates of the museum - called “the creationist Disneyland” by Dr. Eugenie Scott, director of the National Center for Science Education (NCSE). A number of scientists and critics, many of whom were among the 800 from Kentucky, Ohio, and Indiana who signed the NCSE statement of concern about the scientific inaccuracy of the museum, toured the exhibits. One such visitor, critic and professor of physics and astronomy at Case Western Reserve University, Lawrence Krauss, commented to the Cincinnati Enquirer, “It’s really impressive – and it really gives the impression that they’re talking about science at some point.” When asked to rate the Creation Museum on a scale of 1 to 5, with 5 being the best, Krauss said, “I’d give it a 4 for technology, 5 for propaganda. As for content, I’d give it a negative 5.” 01/30/06 Governor replaces Board of Education memberAfter his endorsement of intelligent design in the 9 January 2006 State of the Commonwealth speech, Kentucky Governor Ernie Fletcher (R) has replaced a democratic member of the Kentucky Board for Proprietary Education. The new member is a commercial truck driver for Dayton Freight. An Associated Press article on 24 January reported that the seven members of the board who are up for reappointment, one Republican and six Democrats, expect to be replaced in the next week. Gov. Fletcher's spokesman, Brett Hall, has said the governor "hasn't been totally enthusiastic about the responses he's gotten from some of the proposals he's made. ... He feels like some of the members could be more open-minded, and he looks forward to working with a board that is." To read more about the Gov. Fletcher's State of the Commonwealth speech, please read the 17 January 2006 AIBS Public Policy Report available at: http://www.aibs.org/public-policy-reports/public-policy-reports-2006_01_17.html. 01/09/06 Kentucky Governor Supports Intelligent Design During Annual SpeechOn 9 January 2006, Kentucky Gov. Ernie Fletcher (R) started out the year by inserting a brief endorsement of intelligent design into his State of the Commonwealth speech. "What is wrong with teaching intelligent design in our schools?" he rhetorically asked the audience. ID, he said, is "not a matter of faith and it's not a matter of religion. It's a matter of something called self-evident truth." Some state lawmakers later expressed their bafflement at the governor's mention of the topic. A Kentucky statute, which apparently has not been tested in court, specifically allows local educators to choose to teach creationism-essentially the "older sibling" of intelligent design-in public schools. 05/27/04 New State List Serve Joins AIBS/NCSE NetworkThe American Institute of Biological Sciences (AIBS) and the National Center for Science Education (NCSE) are pleased to announce that a new evolution list serve has joined the AIBS/NCSE State Evolution List Serve Network. The list, launched last week, is now accepting new subscribers. Scientists and science educators in Kentucky that are interested in issues related to evolution education or science education more generally are encouraged to participate in this free online exchange. For more information about the new KY list serve or evolution lists in other states, please visit the AIBS/NCSE State Evolution List Serve Network.
Louisiana04/14/08 Evolution under attack (again) in LouisianaThe Louisiana Senate Education Committee will consider the “Louisiana Academic Freedom Act” (SB 561) on 17 April. The measure, sponsored by state Senator Ben Nevers (D, 12th district), is considered by education experts to be “stealth” creationism legislation. Nevers has previously sought methods to introduce creationism into the science classroom. The intent of SB 561 is to create questions that do not scientifically exist around issues like evolution and climate change. Language in the bill emphasizes controversy and critical analyses of the strengths and weaknesses of these well-accepted scientific concepts. The legislation’s language is rooted in the policy passed by the Ouachita Parish School Board in 2006 that protects teachers who want to “teach the controversy” about evolution. The policy was written by an associate of the Louisiana Family Forum (LFF), an organization that continues to solicit other local school districts to adopt the policy. Regular Policy Report readers will also recall that the LFF was the intended recipient of a controversial $100,000 earmark “to develop a plan to promote better science education” by United States Senator David Vitter (R-LA). A coalition of concerned organizations, including AIBS, joined forces to oppose the earmark which Vitter eventually withdrew. http://www.aibs.org/public-policy-reports/20071029.html#004207 10/20/07 Senator Vitter Requests, Later Withdraws Controversial Anti-Evolution EarmarkOn 23 September 2007, the New Orleans Times-Picayune reported that embattled Louisiana Republican Senator David Vitter requested $100,000 in a fiscal year 2008 appropriations bill for the Louisiana Family Forum, a Christian group that opposes the teaching of evolution in the public school classroom. The earmark, buried in the appropriations legislation for the departments of Labor, Health, and Human Services, and Education (S.B. 1710), would be used “to develop a plan to promote better science education.” The Louisiana Family Forum most notably backed efforts by the Ouachita Parish School Board in 2006 to permit science teachers to teach the strengths and weaknesses of Darwinian evolution, a common tactic of the intelligent design movement known as “teach the controversy.” The non-profit group’s mission is to “persuasively present biblical principles in the centers of influence on issues affecting the family through research, communication and networking.” A coalition of concerned organizations, including Americans United for Separation of Church and State, the American Institute of Biological Sciences, Biological Sciences Curriculum Study, Organization of Biological Field Stations, Herpetologist’s League, Society for the Study of Amphibians and Reptiles, the Society for the Study of Evolution, and the National Center for Science Education, joined forces to oppose the earmark. On 10 October, they sent a joint letter to every member of the Senate, asking that the provision be removed. Additionally, numerous concerned citizens individually contacted their Senators to express their concern about the troublesome earmark. On 18 October, Vitter requested that the earmark be removed. On the floor of the Senate, the Louisiana Republican insisted that the money was not designed to promote creationism and blamed the controversy on groups promoting “hysterics.” “The project, which would develop a plan to promote better science-based education in Ouachita Parish by Louisiana Family Forum, has raised concerns among some that its intention was to mandate and push creationism within the public schools,” Vitter said. “That is clearly not and never was the intent of the project, nor would it have been its effect. However, to avoid more hysterics, I would like to move the $100,000 recommended for this project by the subcommittee when the bill goes to conference committee to another Louisiana priority project funded in this bill.” In response, NCSE's executive director Eugenie C. Scott commented, "Senator Vitter's defense of the earmark is obviously disingenuous, given the Louisiana Family Forum's record of fighting tooth and nail against evolution education. But I'm glad to see that, with the removal of his earmark, public funds are not going to be misused to miseducate the children of Louisiana about the science of evolution." 06/09/03 Action Alert: Creationists Threaten Louisiana Public Education, AgainDespite a recently thwarted attempt to censor Louisiana public school teachers, creationist and intelligent design advocates in Louisiana are continuing their assault on public science education. The latest threat is aimed at textbooks and course materials. Louisiana State Representative Ben W. Nevers (D, 75th District) has introduced House Concurrent Resolution Number 50 "To encourage city, parish, and other local public school systems to refrain from purchasing textbooks that do not provide students with opportunities to learn that there are differing scientific views on certain controversial issues in science." Louisiana Concurrent Resolution 50 builds on U.S. Senator Rick Santorum's (R-PA) effort to amend the No Child Left Behind Act with anti-evolution rhetoric. While the U.S. Senate defeated the Santorum Amendment, he was successful at including conference committee language so as to provide state and local creationist and intelligent design advocates with the idea that they have a federal mandate to include their religious beliefs in public science courses. While this is not the case, Representative Nevers refers to the No Child Left Behind Act in an attempt to bully this resolution through the State House. Concurrent Resolution 50 states that "WHEREAS, included in the No Child Left Behind conference report is the following language: 'The Conferees recognize that a quality science education should prepare students to distinguish the data and testable theories of science from religious or philosophical claims that are made in the name of science. Where topics are taught that may generate controversy (such as biological evolution), the curriculum should help students to understand the full range of scientific views that exist, why such topics may generate controversy, and how scientific discoveries can profoundly affect society". Louisiana science education advocates believe proponents of intelligent design will use this language to pressure local school systems into including intelligent design or creationism into science courses. Science education advocates in Louisiana are concerned that if this resolution is approved it would send a dangerous message to local school districts and could have a negative impact on the selection and use of quality science textbooks throughout the state. Louisiana education advocates have requested that supporters of evolution education make their voices heard. Citizens from other states (e.g., those that have received negative attention for attempting to remove evolution or add creationism/intelligent design to curriculum) could tell Louisiana legislators about the negative attention their state has received. Louisiana residents should contact their elected officials to make their thoughts and feelings known.
05/12/03 Anti-Evolution Update: Louisiana Action AlertLouisiana. As reported in the April 28th issue of the AIBS Public Policy Report, the Louisiana State House of Representatives has been considering House Bill 1782. This legislation would "prohibit any branch, department, agency, official, employee, or other entity of state government or of any political subdivision from knowingly printing or distributing material that contains information that is false or fraudulent." Evolution education advocates worry that if this legislation becomes law it would provide creationists with a legal tool that can be used to tie evolution up in the courts. As reported by the New Orleans Times-Picayune, the implications of the legislation have not gone unnoticed by House leaders who have moved to block the measure. The Louisiana House has tabled the legislation by a vote of 57-34. Tabling legislation generally means it lacks the necessary support to pass. 04/28/03 Anti-Evolution Developments In LouisianaThere is yet another threat to evolution education in Louisiana (see also AIBS Public Policy Report for 15 April 2003 http://www.aibs.org/publicpolicy/index.html). The Louisiana House of Representatives is considering a bill, HB 1782, that prohibits any branch, department, agency, official, employee, or other entity of state government or of any political subdivision from knowingly printing or distributing material that contains information that is false or fraudulent. According to Skip Evans of the National Center for Science Education, "the language is similar to that of a bill debated in Arkansas in 2001, HB 2548, that contained similar language, but went further by listing many standard creationist claims. Well-known creationist Kent Hovind testified as an 'expert' for that bill, and it was noted that the bill contained claims listed in a notorious anti-evolution comic book by Jack Chick." According to Evans, "The Louisiana bill, HB 1782, makes none of the specific claims as the Arkansas legislation did." The concern is that this legislation would provide creationists with a legal tool to attack evolution education in the courts. For the complete text of the bill, see: http://www.legis.state.la.us/, and search for HB 1782. 04/15/03 Creationism Makes Gains In LouisianaA resolution has been introduced into the Louisiana House of Representatives urging local school districts to reject the adoption of science textbooks that present evolution as fact. The complete text of the resolution can be found at: 0000K4Q7.PDF. Louisiana scientists, educators and others are strongly urged to contact their State Representatives to express their opinion on the resolution. Following are excerpts from a National Center for Science Education (www.ncseweb.org) letter that may be used as the basis for personal letters and phone calls. "On April 1, Louisiana representative Ben Nevers introduced House Concurrent Resolution 50, which '[e]ncourages city, parish, and other local public school systems to refrain from purchasing certain text-book.' On April 2nd, that resolution was assigned to the House Education Committee. The resolution states that 'in the effort to encourage the development of students' critical thinking skills, city, parish, and other local public school systems should refrain from purchasing textbooks that do not present a balanced view of the various theories relative to the origin of life but rather refer to one theory as proven fact.' Observers of the evolution/creationism controversy will recognize this language as an attempt to downgrade evolution from a sound and well supported scientific theory to one of questionable status, thereby making it easier for school districts to reject textbooks that present it accurately. The phrase may also open the door to the teaching of "creation science" and other faith-based views." The Louisiana House of Representatives Education Committee website is located at: http://house.legis.state.la.us/WebRepresentatives/edcommittee.asp. Resolutions and other resources from national organizations supporting evolution education are available from the AIBS website at http://www.aibs.org/evolution/index.html.
Maryland04/11/06 Anti-evolution bills defeatedTwo anti-evolution bills (HB 1531 and HB 1228) died at the end of the legislative session on 10 April 2006 after receiving unfavorable reports by the Maryland House of Delegates Ways and Means Committee.
Massachusetts08/20/07 Science Education Advocates Urged to Avoid ComplacencyIn a 9 August 2007 Boston Globe editorial, health and science writer Sally Lehrman provided her fellow residents of Massachusetts a warning that should be heeded by all advocates for science education: “A well-thought out curriculum in science does not guarantee that evolution will be taught in all its glory — or even coherently.” Lehrman expressed concerns that even in Massachusetts, a state noted for its excellent science standards, teachers licensed for biology are not required to take a course in evolution to be certified. She pointed out 2007 state statistics that indicate “11 percent of schools had assigned at least one-fifth of teachers outside of their expertise.” Moreover, in a 2006 AAAS survey, many teachers nationwide revealed that they do not feel confident in their knowledge about evolution. Lehrman argued that concerns about teaching evolution should not be limited to places like Pennsylvania, Ohio, and Kansas where high-profile creationism vs. evolution battles have taken place in local public school districts and court rooms. Despite the landmark December 2005 Federal Court ruling in the Kitzmiller (Dover, PA) case that devastated the intelligent design-in-the-classroom movement, and numerous defeats experienced by anti-evolution candidates in state school board elections last November, intelligent design and creationism proponents have persevered. Advocates for science education should take notice that organizations such as the Seattle-based Discovery Institute have altered their tactics and rhetoric in order to continue promoting their pseudo-scientific ideas in the science classroom. Most recently, the Discovery Institute has begun distributing a new textbook entitled, “Explore Evolution: The Arguments For and Against New-Darwinism.” Rather than blatantly endorsing creationism or intelligent design, the Discovery Institute encourages science educators to “teach the controversy,” emphasizing the process of critical inquiry when teaching evolution. According to promotional materials, the textbook examines fossil succession, anatomical homology, embryology, natural selection, and mutation, and then, for each of these areas, “explains the evidence and arguments that lead some scientists to question the adequacy of Darwinian explanation.” Science education advocates everywhere should remain vigilant in order to thwart attempts by anti-science advocates to introduce “Explore Evolution” as a required or supplemental text in their state biology curricula.
Michigan02/28/07 Science Teachers Reaffirm EvolutionThe Michigan Science Teachers Association, who previously opposed anti-evolution state legislation in 2003 (HR 4946 and HR5005) and 2005 (HR 5251), recently adopted a new position statement on evolution education and the nature of science. The new statement, approved 3 February 2007, concludes: “It is the position of the Michigan Science Teachers Association that evolutionary theory is an integral, validated and therefore essential component of modern scientific inquiry and should therefore be taught in a manner commensurate with this importance. Furthermore, it is the position of the MSTA that teachers should teach only evolutionary theory as a scientific explanation of the development and diversification of life on Earth. Evolution should be taught unaccompanied by non-scientific ideologies offered as “alternatives” to evolution. Teaching theological or philosophical explanations alongside or in place of evolution theory would not make the classroom presentation “fair or equal” but would result in the offering of false scientific alternatives to our students which would be a violation of academic honesty and our professional responsibilities as trustees of our student’s academic development and science literacy.” The statement can be viewed in its entirety at: http://www.msta-mich.org/ 10/11/06 Michigan Board of Education improves science standardsOn 10 October 2006, the Michigan Board of Education unanimously approved 'science content expectations' that require high school students to explain the process of evolution and the scientific evidence supporting it. The Board struck language from the standard that suggested controversy and lack of scientific consensus. The new science standards can be viewed at the Michigan Department of Education website. 09/02/03 Michigan Overrun With Intelligent Design LegislationProponents for including religious beliefs in public school science curricula no longer limit theIr activities to small school districts or states with large fundamentalist Christian populations. Anti-evolution advocates now use "intelligent design theory"--a dressed-up version of creationism--to try and influence science education in states across the country. In some cases, these political initiatives seek to influence school boards charged with selecting or approving textbooks (e.g., Texas) or public science curricula (e.g., Minnesota and New Mexico). In other locations the tactics are more direct-get the state legislature to define what constitutes evolution and dictate what educators can say on the subject. The latter appears to be the strategy in Michigan where two pieces of legislation were introduced over the summer in the State House of Representatives. Michigan State Representative Kenneth Bradstreet (R, 105th) and a group of 24 other members of the State House of Representatives introduced House Bill 4946 on July 2, 2003. Bradstreet and eight other cosponsors of HB 4946 are members of the House Education Committee, where the legislation has been referred for consideration. The legislation would change the Michigan school code to require the Board of Education to modify state science standards to include the concept of "intelligent design by a Creator" wherever evolution is mentioned. The anti-science portion of the legislation reads: "(10) As soon as practicable after the effective date of this subsection, the state board shall revise the recommended model core academic curriculum content standards under subsection (2) as follows: (a) In the science standards, all references to 'evolution' and 'how species change through time' shall be modified to indicate that this is an unproven theory by adding the phrase 'all students will explain the competing theories of evolution and natural selection based on random mutation and the theory that life is the result of the purposeful, intelligent design of a Creator. (b) In the science standards for middle and high school, all references to 'evolution' and 'natural selection' shall be modified to indicate that these are unproven theories by adding the phrase 'Describe how life may be the result of the purposeful, intelligent design of a Creator'. (c) In the science standards for middle and high school, all references to 'evolution' and the 'natural selection' shall be modified to indicate that these are unproven theories by adding the phrase 'Explain the competing theories of evolution and natural selection based on random mutation and the theory that life is the result of the purposeful, intelligent design of a Creator." In the event that HB 4946 might be too blatant an attempt to include religious studies in public school science courses, on July 17th Representative Hoogendyk (R, 61st, Kalamazoo County) and seven colleagues (including Bradstreet) introduced HB 5005. This legislation has also been referred to the House Education Committee for consideration. HB 5005 would authorize that alternatives to evolution be taught in science courses and endorses teaching the design hypothesis as an explanation for the origin and diversity of life. The text of HB 5005 reads in part: "(1) The teaching in a public school science class of the methodological naturalism hypothesis as an explanation for the origin and diversity of life shall not preclude also teaching the design hypothesis as an explanation for the origin and diversity of life. A public school official shall not censor or prohibit the teaching of the design hypothesis. (2) As used in this section: (a) 'Design hypothesis' means the theory that life and its diversity result from a combination of change, necessity, and design. (b)'Methodological naturalism hypothesis' means the theory that nature is all there is and that all phenomena, including living systems, result only from chance and necessity." These are not the first attempts by Michigan lawmakers to put religion into science curricula. Similar legislation was defeated in 2001. In part, earlier proposals were defeated when key lawmakers decided that passing such legislation presents an image of Michigan that does not enhance the State's ability to recruit employers, particularly in high-wage industries such as biotechnology. Michigan residents interested in learning more about evolution education related issues in their state should consider joining the Michigan evolution list serve, a node in the AIBS/NCSE State Evolution List Serve Network. For information about other state/province list serves in the Network, visit http://www.aibs.org/outreach/evlist.html.
Minnesota05/23/06 Ban on intelligent design removed from education billOn 20 May 2006, an omnibus education bill (SF 2994) passed both the Minnesota State House of Representatives and the Senate. However, a provision in the original bill that banned the state department of education and school districts from "utilizing a non-scientifcally based curriculum, such as intelligent design" was removed from the final bill. 05/27/04 State Adopts Science Standards, Senate Does Not Confirm Controversial Education CommissionerMinnesota has adopted new science education standards. According to the National Center for Science Education, the standards do not include any of the changes or amendments proposed by those seeking to teach "evidence against" or "weaknesses" of evolution. The standard writing process in Minnesota has been contentious. Education advocates have worked tirelessly through what often appeared to be a questionable process to ensure the state adopted the strongest standards possible. Some may recall that earlier this year, then Education Commissioner, Cheri Pierson Yecke, modified draft science standards prepared by a writing committee comprised of scientists and educators. Yecke has also publicly advocated that local school districts should have the freedom to teach creationism if they desire. Yecke's standards would have seriously weakened science education standards. Prior to adjourning for the legislative session, the Minnesota Senate voted 35-31 not to confirm Yecke as the Education Commissioner. 09/29/03 Minnesota Science Standards UpdateAs reported in the September 15, 2003 AIBS Public Policy Report (www.aibs.org/public-policy-reports/), Minnesota is in the process of adopting new state science standards. Education advocates throughout the state remain concerned about the efforts of proponents for alternative theories of evolution to weaken the current draft standards. Throughout October the Minnesota Department of Education will hold hearings across the state to receive public input on the draft standards. Scientists, educators and other supporters of strong science standards are encouraged to review the standards and provide comments. For more information about the Minnesota standards, visit: Minnesota Department of Education at www.education.state.mn.us; Minnesota Draft Science Standards at pub_038386.pdf; Minnesota node of the AIBS/NCSE List Serve Network by sending an email to majordomo@lists.aibs.org and including in the body of the message "subscribe mn@lists.aibs.org email address"; or the National Center for Science Education at www.ncseweb.org. 09/15/03 Minnesota: State EvolutionThe state committee charged with drafting new public school science standards has issued draft standards. Interested Minnesota scientists and educators may view the draft standards online at the Minnesota Department of ITEMS Education website via pub_038386.pdf. Comments on the draft guidelines may be submitted electronically or at one of a number of scheduled public hearings across the state in coming weeks. Recall that many education advocates familiar with the Minnesota process have expressed concern with the State Education Commissioner's previous public expression of support for the inclusion of religious concepts in science courses. According to reports from Minnesota media sources, these concerns may have been realized when the standard-writing committee's draft standards were made public. It seems the standards first made public did not reflect the intent of the committee. Some committee members noted that words were changed with the result being a weaker treatment of evolution and encouragement for local schools to include alternative information about evolution. According to news media reports, the wrong version of the standards was accidentally made public but the error has reportedly been corrected. According to a spokesperson for the Education Commissioner, nothing nefarious was afoot. Nonetheless, many science education advocates in the state are remaining vigilant to ensure that no similar error occurs as the standard adoption process continues. The Minnesota process is not likely to end prior to next year when the State legislature must adopt final standards. Minnesota residents interested in staying appraised of developments in the state may wish to join the Minnesota node of the AIBS/NCSE State Evolution List Serve Network by sending an email to majordomo@lists.aibs.org with the message "subscribe mn@lists.aibs.org email address" included in the body of the message. 07/21/03 Creationism Threatens Minnesota Science Standards: Aibs/Ncse Launch List Serve To Combat ThreatIn June 2003 Minnesota began the process of developing state science standards for K-12 education. Minnesota's goal is to have science standards in place in time for the 2004-05 academic year. Some science education advocates warn that well-placed and active advocates for intelligent design and creationism may negatively affect Minnesota's standards process. The Minnesota Education Commissioner selected the committee that will draft the standards. Minnesota Education Commissioner Cheri Pierson Yecke, in an interview with WCCO TV Channel 4 in Minnesota stated, "I believe that God created the heavens and the Earth. I don't know how he did it." Yecke hopes that "this [evolution] would not become a sticking point" in the development of the science standards. In light of Yecke's statements, Randy Moore, a biologist at the University of Minnesota and editor of the journal American Biology Teacher, told WCCO that he would not be surprised if political considerations influenced the selection of members of the standards writing committee. In response, Yecke stated, "let's see...let's see what happens when we put the committee together." Yecke has requested clarification from the U.S. Department of Education on the so-called Santorum Amendment to the No Child Left Behind Act. Yecke is waiting to see if she receives the same guidance provided to Ohio. Yecke seems optimistic that teachings about a higher being may be able to be included wherever the topic of biological evolution is covered. A recent article by John Welbes of the Pioneer Press reports that "The group writing Minnesota's new science standards won't be asked to choose between teaching evolution or creationism, but it will get a recommendation from the state's education commissioner that students be exposed to differing views on the subject." Yecke has also expressed a preference that issues related to evolution education be left to the discretion of local school districts and teachers. As part of the effort to ensure that scientists, educators, and other concerned citizens are kept informed about the process, a list serve has been established as part of the American Institute of Biological Sciences (AIBS) and National Center for Science Education (NCSE) State Evolution List Serve Network. Interested Minnesota residents are encouraged to join the list serve. Information about the new Minnesota list serve or other state evolution list serves in the network may be obtained at http://www.aibs.org/outreach/evlist.html.
Mississippi02/01/07 Anti-evolution Legislation Defeated AgainDespite the failure of a similar bill he sponsored in 2005 (HB 953), Representative Mike Lott (R-District 104) introduced HB 625, an act to authorize local school boards to teach alternatives to evolution, on 9 January 2007. The bill would have stipulated that “if the theory of evolution is required to be taught as part of the school district's science curriculum, in order to provide students with a comprehensive education in science, the school board also must include the teaching of creationism or intelligent design in the science curriculum.” The measure was referred to the House Committee on Education, where it later died 30 January 2007. 04/28/06 Education bill containing language about origin of life signed into lawOn 20 April 2006, H.B. 214 was signed into law, allowing teachers to "answer questions from individual students on the origin of life." This anti-evolution language emerged during the conference committee between the Senate and House. 03/04/06 Two anti-evolution bills die in committeeTwo anti-evolution bills introduced to the Mississippi legislature in 2005, HB 953 and SB 2427 died in committee in January and February 2006. HB 953, according to the National Center for Science Education, would have authorized "the teaching of 'creationism' or 'intelligent design' in the public schools" and moreover required it "[i]f the school's curriculum requires the teaching of evolution." SB 2427, which passed the Senate but later died in the House, would have ensured that "[n]o local school board, school superintendent or school principal shall prohibit a public school classroom teacher from discussing and answering questions from individual students on the issue of flaws or problems which may exist in Charles Darwin's Theory of Evolution and the existence of other theories of evolution, including, but not limited to, the | ||
