Table 2 Reported support of key positions advanced by the National Academy of Sciences and other organizations (column percentages)
From: Teaching evolution in U.S. public schools: a continuing challenge
| 2007 (N = 926) | 2019 (N = 752) | |
|---|---|---|
| It is possible to offer an excellent general biology course for high school students that includes no mention of Darwin or evolutionary theory (%) | ||
| Strongly agree | 5 | 4 |
| Agree | 7 | 7 |
| Disagree | 25 | 24 |
| Strongly disagree | 58 | 58 |
| Not applicable/no answer | 5 | 8 |
| 100 | 100 | |
| Evolution serves as the unifying theme for the content of the course (%) | ||
| Strongly agree | 26 | 31 |
| Agree | 36 | 37 |
| Disagree | 25 | 19 |
| Strongly disagree | 9 | 3 |
| Not applicable/no answer | 6 | 10 |
| 100 | 100 | |
| When I teach evolution (including answering student questions) I emphasize the broad consensus that evolution is a fact, even as scientists disagree about the specific mechanisms through which evolution occurred (%) | ||
| Strongly agree | 30 | 47 |
| Agree | 44 | 32 |
| Disagree | 16 | 10 |
| Strongly disagree | 6 | 3 |
| Not applicable/no answer | 5 | 7 |
| 100 | 100 | |