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The Kentucky Academy of Science expressed its opposition to "attempts to equate 'scientific creationism' or 'intelligent design' with evolution as a scientific explanation of events" in a press release (see page 6) dated December 22, 2005. "Teaching faith-based models implies that these views are equivalent alternatives among scientists.
The decision in Kitzmiller v. Dover -- the first challenge to the constitutionality of teaching "intelligent design" in the public school science classroom -- was issued on December 20, 2005, and the plaintiffs were victorious. In his detailed 139-page decision, Judge John E.
On December 20, 2005, the decision (139-page PDF) in Kitzmiller v. Dover was issued, and the plaintiffs triumphed. In his 139-page decision, Judge John E. Jones III concluded, "The proper application of both the endorsement and Lemon tests to the facts of this case makes it abundantly clear that the Board's ID Policy violates the Establishment Clause.
Oral arguments in the appeal in Selman v. Cobb County were heard by a three-judge panel in the 11th Circuit Court of Appeals in Atlanta, Georgia, on December 15, 2005. At issue is a decision issued by a lower court in January 2005, holding that the policy requiring evolution warning labels to be affixed to the biology textbooks used in Cobb County's public schools violated the Establishment Clause of the First Amendment.
Three news stories published on December 11, two in the Atlanta Journal-Constitution, and one in the Washington Post, highlight the case Selman et al v. Cobb County School District and Board of Education. The appeal in the lawsuit over anti-evolution warning labels formerly required in science textbooks in Cobb County, Georgia is on the docket for the United States Court of Appeals, Eleventh Circuit for December 15.
by Nick Matzke
by Nick Matzke
The Thomas B. Fordham Institute's report The State of State Science Standards -- the first comprehensive review of state science standards since 2000 -- was released on December 7, 2005. According to the Fordham Institute's description:
Science education in America is under attack, with "discovery learning" on one flank and the Discovery Institute on the other. That's the core finding of our just-released comprehensive review of state science standards, the first since 2000. Written by pre-eminent biologist Paul R.