Phoenix Union High School District: Evolution too controversial to survey science teachers about

The latest issue of Reports of the National Center for Science Education includes an article ("The Taboo Standard") by Marni Landry of Paradise Valley High School, who reports that she proposed a study to survey life science teachers in the Phoenix Union High School District on the subject of evolution. The survey, intended to support her M.A. thesis work at the University of Phoenix, asked the recipients whether they agreed or disagreed slightly or completely with the following statements:

I have helped to write the district or state science standards.

I would like to contribute in the writing of the district or state science standards.

I know specifically what the district standards are concerning the theory of evolution.

I have avoided details about the origin of life in order to avoid conflict in my classroom.

The theory of evolution goes against my religious beliefs.

If I were to get into a confrontation with a student or parent concerning the theory of evolution, I feel that [the] administration would support my actions.

I feel that creationism (creation science) should be taught parallel to evolution in the classroom.

I am concerned over the fact that many states have removed evolution from their science standards.

Students must understand the theory of evolution in order to understand the study of biology.

I have experienced conflict with a student, parent, or administrator concerning my teaching of evolution.

This survey and edited versions were rejected by school district administrators as "too controversial." The irony of being unable to conduct a survey of science teachers about a subject that they are required by state science standards to teach is explicitly noted.

The author was able to complete a pilot study, and her article reports the percentages for the above statements (16.5% say that evolution conflicts with their religious beliefs and that creationism should be taught).

The same issue of Reports has stories from Texas and Arkansas about high school teachers being unable to teach about evolution or (in Arkansas) even mention the ages of rocks in millions of years.

This, to me, is far more frightening than attempts to force the teaching of intelligent design or creation science--that teaching about evolution has already been removed from or watered down in many of the classrooms of the United States. It's no wonder that the average American is completely ignorant on the subject.