By Ishan Kanaskar
For years, Texas has been a major setting for debates about how evolution and climate science should be taught in public schools. The Texas State Board of Education (SBOE) sets statewide science curriculum standards that guide textbooks and classroom instruction, and its decisions often reflect ongoing conflicts between scientific research and pressure from religious or ideological perspectives. Although the current standards do not explicitly support creationism, the influence of these pressures persists in more subtle yet meaningful ways.
In 2009, the SBOE adopted science standards that required students to analyze the “strengths and weaknesses” of scientific theories. Supporters of this language often cited critical thinking, but in practice, it provided a foothold for attempts to question evolution using ideas that originated in religious doctrine. The phrase was eventually removed in 2017, but the replacement wording still included requirements for students to evaluate concepts like the complexity of the cell or the fossil record.
Another example appears in the textbook adoption process in 2013 and 2014. Reviewers appointed by the SBOE unsuccessfully attempted to pressure publishers to include claims that the fossil record does not support evolution or that there is significant scientific disagreement about climate change. These claims did not align with the prevailing scientific consensus. Because Texas is a large textbook market, these changes had the potential to influence materials used in many other states.
Climate science has also been a recurring flash point. During a 2021 revision of the science standards, some SBOE members questioned whether human activity should be clearly identified as a major driver of climate change. The new standards require students to learn that human activity can influence the climate, yet they do not fully emphasize the strength of the scientific consensus around human-driven climate change. Teachers who follow these discussions can feel caught in the middle, unsure whether presenting climate data plainly might draw complaints from parents or local officials.
In recent textbook cycles, board members have rejected or challenged materials they believed included too much discussion of climate solutions or policy, which has created lingering uncertainty for teachers. Although most approved textbooks still meet the state’s basic requirements on evolution and climate science, the ongoing scrutiny signals that these topics remain politically sensitive. As the revised state standards, called Texas Essential Knowledge and Skills, continue rolling out across districts, educators and students may still encounter inconsistent implementation depending on local leadership and community pressure.
These examples show how political and religious pressure can shape the classroom environment even without explicit creationist language in the standards. When curriculum expectations are vague or influenced by ideological debates, teachers may hesitate to teach evolution or climate science confidently. This affects students directly. A student who receives a watered-down version of biology or environmental science may be less prepared for college coursework or STEM careers.
Texas serves students from many backgrounds and belief systems, which makes it especially important that public schools teach science based on evidence rather than ideology. Ensuring that curriculum standards remain grounded in scientific research protects both academic integrity and students’ rights. Clear and accurate science instruction prepares students to understand the natural world and to engage with the scientific issues that affect communities across the state.
There are many meaningful ways Texans can help ensure that public school science instruction remains evidence-based and free from ideological distortion. Community members can attend or testify at SBOE meetings, particularly during textbook review periods, when public input can influence whether materials accurately reflect scientific research. Parents, teachers and students can also submit written comments when the board proposes changes to curriculum standards, or they can contact their SBOE representative directly to explain why clear and accurate science education matters to them. Local advocacy groups provide resources that help people track upcoming decisions and understand how to participate effectively.
By staying engaged and voicing support for strong science standards, Texans can play an active role in shaping classrooms that prepare students for college, careers and informed civic life.
Ishan Kanaskar is a member of Americans United’s Youth Organizing Fellowship. The views expressed here are his own and do not necessarily represent the views of Americans United.
