The theory of evolution has been widely accepted by the scientific community since the late 1800s. Evidence has continued to rapidly accumulate in support of the theory. Although scientists still vigorously argue about the mechanisms by which evolutionary change occurs, there is no serious debate within the scientific community about whether evolution has taken place.
Nevertheless, there currently exists a concerted effort to have students "critically analyze" evolutionary theory in public school science classrooms. Unfortunately, the recent push to "critically analyze" evolution is nothing more than an attempt to distort and discredit one of the most well-supported theories in science.
Real scientific criticism does not take place in public school science classrooms. Instead, it takes place among the members of the scientific community through a rigorous process known as peer review. The theories that become widely accepted are those that have stood up to extensive testing and provide a useful model for making scientific predictions.
Interestingly, the criticisms are derived almost exclusively from the literature produced by proponents of "Intelligent Design" (ID). A recent court ruling in Pennsylvania has established that ID is a "religious view" and not an appropriate topic for public school science classrooms.
As a result of this ruling, ID proponents have been reduced to disguising their views through the use of negative arguments against evolution. They are still seeking a political solution to their failure to make inroads in the scientific community. Unlike evolution, this strategy does not stand up to critical analysis.