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For the first time ever, public high school administrators addressed students specifically about Intelligent Design as an alternative to evolution. The Dover, Pennsylvania, school district mandated that students be taught that evolution is a theory, "not a fact." The revised biology curriculum says, "Students will be made aware of gaps/problems in Darwin's Theory and of other theories of evolution including, but not limited to, Intelligent Design."

The case, along with a similar case in Georgia, is raising comparisons to the 1925 Scopes trial in Dayton, Tennessee. In response to the changed curriculum, 11 parents are suing the district. Before the trial starts in September, however, the school is continuing with its revised program of study.

All but one of the district's science teachers refused to read the required statement that said evolution is only a theory. "We believe that reading the ['Intelligent Design'] statement violates our responsibility as educators as set forth in the code," science teacher Jen Miller said. "Students are allowed to opt out from hearing the statement. We should be allowed to opt out from reading it."

So today, administrators read the statement while teachers and a handful of students decided to opt out. The statement says:

The Pennsylvania Academic Standards require students to learn about Darwin's Theory of Evolution and eventually to take a standardized test of which evolution is a part.

Because Darwin's Theory is a theory, it continues to be tested as new evidence is discovered. The Theory is not a fact. Gaps in the Theory exist for which there is no evidence. A theory is defined as a well-tested explanation that unifies a broad range of observations.

Intelligent Design is an explanation of the origin of life that differs from Darwin's view. The reference book, Of Pandas and People, is available for students who might be interested in gaining an understanding of what Intelligent Design actually involves.

With respect to any theory, students are encouraged to keep an open mind. The school leaves the discussion of the Origins of Life to individual students and their families. As a Standards-driven district, class instruction focuses upon preparing students to achieve proficiency on Standards-based assessments.

"Biology students in this small town received perhaps the most balanced science education regarding Darwin's theory of evolution than any other public school student in the nation," said Richard Thompson, president and chief counsel of the Thomas More Law Center, who is defending the school in against the parents' suit. "This is not a case of science versus religion, but science versus science, with credible scientists now determining that based upon scientific data, the theory of evolution cannot explain the complexity of living cells."

After administrators read the statement, they left the classroom without answering any questions. "I feel that, if they are for something, then there should have been discussion allowed," said Jessica Arruda, a biology student. "I was wondering why we weren't allowed to ask questions." Other students told the York Daily Record they weren't paying attention during the reading or that the school should also teach Rastafarianism. The statement will also be read in classes today and won't come up again until May or June.

Even Intelligent Design supporters weren't happy with the way ID was taught. John West, a spokesman at the Discovery Institute, which is an ID proponent, said, "Some of the language isn't particularly helpful. As a statement about Intelligent Design, it leaves it hanging."

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January (Web-only) 2005, Vol. 49