Many senior Christians say creationism should not be taught as a fact but as an allegorical tale. In 2006, Archbishop of Canterbury the leader of the world's Anglicans, stated his discomfort about teaching creationism.
The American Academy of Religion stated creationism and intelligent design “represent worldviews that fall outside of the realm of science that is defined as (and limited to) a method of inquiry based on gathering observable and measurable evidence subject to specific principles of reasoning."
Even in the early Christian church the Genesis story was not considered as literally true, instead it was part of the rich allegorical tradition of the time and should continue to be read as such.
Creationism has no place in a science class. One measure to test whether a theory is scientific is whether or not it is falsifiable, an idea put forth by the philosopher Karl Popper. That is to say, one can conceive of a test or experiment which could prove the idea to be false. By this standard it is clear that the facts of evolution are scientific in nature. It has been put through rigorous tests and the evidence in favour of it is demonstrable. However, the same cannot be said for creationism.
The concept of intelligent design creationism taps effectively into human desires and prejudices.
Intelligent design theories, especially young-earth theories, make predictions that are already disconfirmed by geology and astrophysics. This has not prevented them developing this theory to add the semblance of a scientific veneer to their hokum.
Intelligent Design says life is too complex for it to have occurred by chance, but evolution does not depend on chance to create organisms, proteins or other entities. Quite the opposite: natural selection, the principal known mechanism of evolution, harnesses non-random change by preserving desirable and eliminating undesirable features.