The Michigan Science Teachers Association issued a statement denouncing House Bill 5251 in the Michigan legislature, which if enacted would require the state board of education to revise the state science standards to ensure that students will be able to "(a) use the scientific method to critically evaluate scientific theories including, but not limited to, the theories of global warming and evolu
Anticipating the Kansas state board of education's expected decision to adopt a set of science standards in which the scientific status of evolution is systematically deprecated, the National Academy of Sciences and the National Science Teachers Association have rejected the state department of education's request to use material from the NAS's National Science Education Standards and the NSTA's Pathways to Science Standards in the Kansas Science Education Standards.
On October 21, the American Enterprise Institute sponsored a forum titled "Science Wars" that focused on the intelligent design/evolution controversy. Among the participants in the forum were the Chief Counsel of the Thomas More Law Center, Richard Thompson, and Mark Ryland, Director of the Discovery Institute's Washington office. During the course of the discussion, Ryland claimed that the Discovery Institute had "never set out to have school boards" teach intelligent design.
Just as the first challenge to the constitutionality of teaching "intelligent design" in the public school science classroom is underway in the trial of Kitzmiller v. Dover, Matthew J. Brauer, Barbara Forrest, and Steven G. Gey offer a definitive assessment of the legal issues involved in their new law review article "Is it science yet? Intelligent design creationism and the Constitution," published in Washington University Law Quarterly (2005; vol. 83, no. 1).
The external review of the latest draft of the Kansas science standards is complete, and there's no comfort in it for the antievolutionist majority on the state board of education. The external reviewer, Mid-Continent Research for Education and Learning (McREL), restricted its comments to the educational usefulness of the standards and did not evaluate their scientific accuracy. Even so, the antievolution material inserted by the board at the behest of local "intelligent design" enthusiasts came under fire.