Since 1998, when the Thomas B. Fordham Foundation published its first appraisal of state science standards by Dr. Lawrence Lerner, it became apparent that a number of states treat evolution in less than competent (and sometimes less than forthright) fashion. When Lerner reviewed state science standards a second time for this Foundation (see The State of State Standards 2000 at
http://www.fordhamfoundation.org/library/soss2000/2000soss.html), he identified slipshod treatment of biological evolution as a continuing problem in many places. So Fordham Foundation asked Lerner (now emeritus professor of physics and astronomy at California State University, Long Beach) to revisit the science standards of the fifty states yet again (using the latest version of these oft-revised documents). This time, the specific focus was on how they treat evolution; this report is the product of his investigation. The report begins by explaining the role of evolution as an organizing principle for all the historical sciences. Lerner then outlines the components of good science standards that don't shrink from expecting children to learn evolution's central role. He recounts the main arguments that are advanced against the teaching of evolution. And he characterizes various ways in which states have responded to anti-evolutionist pressures. The core of his report is a state-by-state evaluation of the treatment of evolution in science standards.
