"I still don't want to see creationism and ID in high school science classes. To keep with the time frame, those subjects would have to be discussed and dismissed as science in only a few hours."
I've recently began considering the possibility of witholding any instruction regarding Darwinian evolution--by-random-mutation to students before they have a firm understanding of stochastic processes. After all, we do not teach American Lit before Phonics, or Algebra before Arithmetic - indeed, teachers frown upon more advanced students trying to expose their fellow students to more advanced ideas when they don't yet understand the basics, or did when I was in grade school.
If Creationism is to be critically evaluated in high-school biology (concerning which I remain neutral, as my future children will NOT be attending public school), why are children taught Darwinism without being given the quantitative ability to critically evaluate the merits of Darwinism on their own?
If your comment suggests a stronger grounding in the scientific method, I certainly agree.