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So the theory of evolution is taught in public schools as fact (one scientist even objected to stickers on his textbook stating that evolution was a theory) but the hypothesis of ID cannot even be mentioned.

The theory of evolution is taught as a theory. That's why its called a theory. But it is a well-supported theory, having been tested and strengthened by 150 years of research. Look at the whole field of genetics and DNA. If the evidence from DNA said Darwin's theory was wrong it would have been dropped like a hot potato, but instead it just supported the theory. When a scientific theory is this well-supported, Las Vegas wouldn't give you very good odds on overturning it (in other words, badmouth evolution all you want, but don't bet the rent money on its early demise).

The fact that change through time occurs is a fact. The explanation for that fact is the theory of evolution.

ID is based on religious belief and so has no place in science classes.

The evolutionists I've seen all ridicule anyone who does not accept evolutionary theory as established fact. Same with the Big Bang.

Atheism is a religious belief too. It is the absolute faith that there is no god. The "no god" God does not get to take precedence over all other faiths.

I wouldn't dwell on God's hand in creation but to deny the possibility is to deny that God exists (or claim that God evolved as the universe exploded). Putting the hypothesis out there does not state it as fact and does not define the nature of "which" God created life.

I'd rather more school time (at least in public schools up to high school) were spent teaching math, English, and history. Scientific study like chemistry, astronomy, geology, and biology are good as well (but less important to the masses). Why focus on teaching unprovable theory (that at least the way it is taught in the public schools negates their faith and calls them backward for thinking otherwise)?

Why not focus on teaching when life begins? That is certainly more quantifiable (and with 45million aborted fetuses, there should be no scandal in examining "nonviable tissue" as "it" is being aborted). The repeatable conditions required for a definitive answer exist. Why not let every school student know that?

No one says that you can't read up all you want on evolution or that you can't go to the library outside of school. But when children are told to echo back everything they are told ("these are the right answers"), we should understand what they are being told and what they are not being told (i.e. we don't have all the answers).