Time permits only the tip of the iceberg to be taught in K-12 schools. What you label "micro" evolution is confirmed to be full blown species evolution by fossil studies, and genetic studies which specifically demonstrate human evolution from other primate species (see Human Endogenous Retroviruses, there are 98,000 of these elements and fragments, and comparing their existence in primate genomes acts a clock that reconfirms earlier fossil studies about the sequence and timing of human/primate speciation).
My position is very simple. If you want to teach micro evolution as science ... fine, I don't have a problem with that. But when you start going beyond science and pushing into the realm of theory, such as macro evolution
You need to understand the difference between those two definitions in your previous post. They are entirely different meanings. You use the word "theory" as you would "hypothesis". Evolution theory is the description of a scientific process that is well understood, and with the exception of a literal handful of religiously motivated cranks (see the creationist Discovery Institute's petition that implies that less than 1% of "scientists" have any question about the validity of evolution) is supported by molecular science, geology, paleontology, and many other branches of genuine science. Despite the claims of creationists otherwise, there is no real disagreement within the scientific community about the fact that full species evolution is fact.
As for any kind of "agendas" promoted in parallel with the teaching of science. Ideologues will always use such things to their advantage. But the fact that they do does not change the facts as they are.