If you guys would consolidate your complaint with my proposed approach, I would be grateful : - ) I favor “more time in the curriculum” so that the mathematical and biochemical bases of population genetics and molecular genetics can be taught, or at least hinted at. This may involve repetition on occasion, though without the intent of turning anyone into a drone. An intelligent high-schooler can read and understand Mayr’s 1982 classic without a lot of intervention. Relating our understanding of biology to our reading of history and our application of mathematics and chemistry is a good thing.
Sad to say, that would go right over the heads of the average high school student these days. It might work for a AP Bio class but in a general bio that everyone is required to take, it'd be a waste of time.
One of the problems is that kids are required to take biology. That includes kids who will never, ever use it in their daily lives or chosen career field.
That's one of the reasons that so many non-evos consider that this whole push to get evolution only taught in high schools to be a matter of indoctrination. Evolution has so little to do with so many career options, including many science ones.
Requiring the teaching of something that is so degree specific is a waste of time. Any student going into a career field requiring a working knowledge of evolution will not get it in the public high school judging by the quality of education the schools are graduating kids with these days. They can take the appropriate courses at the college level in college.
As has been pointed out before, everyone knows about the controversy and has made up their minds about it. It's simply a waste of time and resources to argue over it. Teach either ID/creation in addition to evolution and let the kids whose parents object to it opt their kids out of that portion of the class for the day or two that it's being addressed, or teach none of it and save the taxpayers $$$$$$ by not having to deal with lawsuits.