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36 J.L. & Educ. 301 (2007)
Issue 3

handle is hein.journals/jle36 and id is 309 raw text is: An Empirical Study of Evolution, Creationism, and Intelligent Design Instruction in Public Schools KRISTI L. BOWMAN * ABSTRACT Recent reports from students and teachers alike suggest that even though teaching creationism as a credible scientific theory in public schools is clearly unconstitutional, some teachers still do just that. Conversely, despite the fact that many states' educational standards explicitly require that evolution be taught, anecdotal evidence also sug- gests that evolution sometimes is not discussed at all or, more frequent- ly, may be the subject of mere cursory instruction. But, how widespread are these practices? This Article reports and analyzes the results of a 2006 survey in which nearly 1,000 college students from across the country provided their recollections about the frequency and manner of evolution, creationism, and intelligent design instruction in their high school science classes. In sum, about three out of ten recent public high *Assistant Professor of Law, Michigan State University College of Law. J.D. Duke University, M.A. Duke University, B.A. Drake University. Many colleagues provided ideas that strengthened both the initial survey design and this manuscript. For their thoughtful comments at various stages, I am grateful to: John Borkowski, Rachel Paine Caufield, Paul Gross, Gabrielle Hann, Sonia Katyal, Christine Torgerson Marchand, William Marshall, Scott Moss, H. Jefferson Powell, Frank Ravitch, Keith Summerville, Jay Wexler, Mark Weber, Sue Wright, and David Zaring. The Article also benefited from presentation at the Drake University Center for Humanities, Marquette University Law School, Michigan State University College of Law, and the University of Mississippi School of Law. Additionally, the Drake University Center for the Humanities funded the survey; Drake Law School provided summer research support; Shu-Ann Fang tabulated data and calculated regression coefficients; Carolyn Gunkel and Adrienne Gross provided superb research assistance, and Barbara Bean, Jane Edwards, Traci Goins, and Kathy Prince provided helpful editorial assistance. Last but certainly not least, the survey would not have reached the respondents without the assistance of the following Arts and Sciences faculty across the country: Scott Cooper, Jay Demerath, Stan Guffey, Jennifer Metzler, Adam Hampton Porter, Frank Rosenzweig, Douglas Rhodes, Kristen Ritchey, Jasmine Saros, Richard Saudargas, Dan Spencer, Judy Stamps, Sara McFall Sullivan, Seth Tyler; and the following graduate stu- dents: Katrina McLeod, Allyson Giles, and Christopher Collins.

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