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Evolution Debate in Texas (5/2/08)

   

On April 24, the Texas Higher Education Coordinating Board unanimously denied certification of the Institute for Creation Research’s (ICR) master’s degree in science education.  Board members agreed that a program based on the creation of the Earth as described in the Bible was not adequate preparation for the resulting graduates to teach middle school and high school science courses. The ICR has 45 days to appeal the board’s decision or 180 days to resubmit a revised proposal for consideration.

The Institute for Creation Research located in Dallas, TX submitted a proposal for accreditation of a Masters of Science Education degree that does not include the teaching of modern geology, biology, or the scientific method.  Recipients of the degree however would be eligible to teach science in private or public schools.  A state advisory panel recommended that the Texas Higher Education Coordinating Board, which makes the final decision, approve the proposal.  The Board has received a large volume of public comment regarding the proposal and has postponed a final decision on accreditation until April. You can send comments to the Texas Higher Education Coordinating Board (THECB) at http://www.thecb.state.tx.us/Comments/ (2-07-08)



The Associated Press reported on November 29, 2007 that the Texas state science board director, Chris Comer, is being removed because of her alleged criticism of intelligent design. According to the report, Comer sent an email announcement about an upcoming presentation by Barbara Forrest, an author of "Creationism's Trojan Horse." The book suggests that creationists are behind the efforts to get intelligent design taught in public schools. According to documents obtained by The Austin American-Statesman, Texas education officials said "Ms. Comer's e-mail implies endorsement of the speaker and implies that T.E.A. endorses the speaker's position on a subject on which the agency must remain neutral"

The officials go on to say that Comer is being fired for repeated acts of misconduct and insubordination. Comer held her position for nine years and it is unclear how her ouster might affect the continuing review of the Texas science curriculum. The actions of the Texas Education Agency are of particular interest to the broader Earth science community beyond Texas in part because Texas has one of the largest public school systems in the nation and their standards affect curriculum and textbook content development throughout the country. (12-14-07)



The Texas State Board of Education held its final public hearing on biology textbook adoption on September 10, 2003, in Austin. The hearing lasted nearly 12 hours and 140 people testified -- everyone from a gospel preacher to a high school junior, biologists, chemists, and engineers, among others. Members of the board voted 10-3 not to suspend the rules and allow people from out-of-state to testify but accepted written testimony from everyone. All textbook publishers must submit their final textbooks to the Board by October 3rd -- free from any "factual" errors. Most of the biology textbook authors signed a Statement on Evolution that is available on-line from the National Center for Science Education. The Board will vote to approve the textbooks on November 7th. In order for the adopted textbooks to be used, they must also be chosen by individual school districts, but state-approved textbooks are eligible for reimbursement. (9/12/03)

In July, the Texas State Board of Education began meeting to review biology textbooks for the 2004-2005 school year. Anti-evolution groups from in and out of state are arguing for the inclusion of "new scientific evidence" that points to holes in evolutionary theory. They claim not to be lobbying for creationism but rather the chance to show that evolution is only a "theory," arguments based on a misunderstanding of what a "theory" means within the scientific community. Proponents of evolution alternatives incorrectly equate scientific theories with hypotheses, which confuses many non-scientists involved in the evolution debate, including policy makers.

The new effort to include alternatives to evolution in biology textbooks is partly led by the Seattle-based Discovery Institute, one of the nation's leading supporters of Intelligent Design. The Institute submitted a 55-page report to the Texas state board evaluating all of the proposed textbooks, and found all of them lacking. It also included four arguments that point to "weaknesses" in evolutionary theory. The Discovery Institute and its supporters are arguing that students should be presented with the controversies surrounding evolution and the alternative understandings of life's beginnings within the same scientific context and at the same time as their lessons on the scientifically accepted theory of evolution. Those who support the teaching of evolution argue that such discussions should take place in a social science or humanities class, not in a biology class, as alternatives such as ID are not considered peer-reviewed science.

Current state law requires that evolution be included in textbooks, and only allows the state board to reject books for factual errors or for not meeting state curriculum requirements. The Texas textbook proclamation of 2001 complicates the discussion by requiring textbooks to teach students to "analyze, review and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information." If the state board believes the Discovery Institute's "scientific evidence," this language could enable the inclusion of ID in textbooks or curriculum. Alternatively, if the board does not accept ID "science," the language could protect the teaching of evolution in public schools. (8/5/03)

On May 10, 2003, the Texas House of Representatives passed HB 1172. Along with other educational issues, the bill restores the State Board of Education's absolute control over textbook content by providing it with the authority to reject textbooks for any reason. Previous legislation diminished the Board's power, which it has often used to censor or modify textbooks, including successful efforts last year to remove the age of the Earth from social studies textbooks. Due to the size of the Texas textbook market, its decisions exert considerable influence over publishers and the national textbook marketplace. The bill is currently being considered by the Senate Committee On Education. (5/15/03)

On March 25, 2003, the Texas House of Representatives Public Education Committee approved HB 1447, which will return control of textbook content to the State Board of Education. The bill, introduced by State Representative Charlie Howard (R), contains language that would allow textbooks to be rejected based on "factual or other errors" and at the "viewpoint discrimination" of the State Board of Education, which is similar to prior rhetoric used by anti-evolutionists. The bill has gained further attention because of successful efforts last year in Texas to remove references to the age of the Earth and criticism of human activities in contributing to environmental issues from social studies textbooks. Texas is currently in the process of adopting new biology textbooks. Because of the purchasing power of Texas, textbook decisions made there could influence content and availability in other states. HB 1447 will next be considered by the entire Texas House of Representatives. (4/28/03)

Sources: American Association for the Advancement of Science, American Geophysical Union, Associated Press, Association for Women Geoscientists, Atlanta Journal-Constitution, Cleveland Plain Dealer, Duluth News Tribune, Kansas Geological Survey, Library of Congress, Maryville Tennessee Daily Times, National Academies, National Center for Science Education, National Science Teachers Association, Pioneer Press, Rocky Mountain News, Santa Fe New Mexican, WCCO-TV, The Dallas Morning News, The Austin American-Statesman, The Houston Chronicle.

Previous Action section includes material from AGI's Update on State Challenges to the Teaching of Evolution for the 106th Congress.

Contributed by David Applegate and Emily Lehr, AGI Government Affairs Program, 2003 AGI/AAPG Spring Semester Intern Charna Meth, and 2003 AGI/AIPG Summer Intern Emily Scott.

Please send any comments or requests for information to AGI Government Affairs Program.

Last updated on March 21, 2008.

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