American Chemical Society (2005)

The American Chemical Society (ACS) strongly supports the inclusion of evolution in K-12 science curricula, at an age-appropriate level, because evolution is central to our modern understanding of science. Evolutionary theory is not a hypothesis, but is the scientifically accepted explanation for the origin of species, and explains significant observations in chemistry, biology, geology, and other disciplines.

Because of the overwhelming evidence supporting evolution, it has been recognized and endorsed as a key component of science education by all major scientific societies including the National Academy of Sciences (NAS), the American Association for the Advancement of Science (AAAS), and the National Science Teachers Association (NSTA). The ACS joins these prestigious organizations in recognizing the critical importance of the scientific principles embodied in evolutionary theory.

Science is a human activity that uses the observation of natural phenomena and systems, and the study of modifications to these systems, to develop models that explain the order and function of the universe. The theory of biological evolution is based on hundreds of years of scientific observation and experimentation and tens of thousands of scientific publications. It provides students with a unifying concept that explains the incredibly rich diversity of living things and their capacity to change and evolve over time to adapt to changing environments. It is a central component of modern biology and biotechnology. Evolution is an active field of research in which new discoveries continue to increase our knowledge and understanding of the specific processes and paths that biological evolution has followed over the millions of years that life has existed on earth.

Evolution cannot be dismissed or diminished by characterizing it as mere conjecture or speculation. Scientific explanations of the natural world have been reached through observation and experimentation, are testable through observation and manipulation of natural systems, and can be modified as a result of new information. The inclusion of non-scientific explanations in science curricula misrepresents the nature and processes of science and compromises a central purpose of public education: the preparation of a scientifically literate workforce.

The American Chemical Society urges

  • State and local education authorities to support high-quality science standards and curricula that affirm evolution as the only scientifically accepted explanation for the origin and diversity of species.
  • Administrators and curriculum supervisors to ensure that evolution is taught in their classrooms, accurately represented in their science textbooks, and assessed on local and state science tests.

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