What Controversy?
A clever move by ID proponents is to claim that they just want to "teach the controversy" of evolution in public schools. On the surface this sounds very fair-minded and objective. Teaching the controversy might have saved Galileo a lot of grief when he argued that the sun, not Earth, is at the center of our planetary system. But we wouldn't "teach the controversy" between a sun-centered and earth-centered system in astronomy classes today, simply because there is no controversy. The sun-centered system has been accepted because the evidence shows it to be a fact. The same holds for evolution. There is no controversy to teach because mainstream science recognizes that evolution is the best explanation for the great variety of life on Earth. This is why the National Academy of Sciences and the American Association for the Advancement of Science (publishers of the journal Science) have publicly expressed their opposition to teaching ID in public schools. The idea of a controversy is simply a clever fabrication designed by ID publicists and media hounds.
Teaching ID in schools as if it were a genuine scientific alternative to the theory of evolution will only confuse students about how science really works. And further, it will put those students who might pursue scientific careers at a serious educational disadvantage.