The purpose of the study was to identify and analyze the scientific elements of the creationist position, and to provide information and recommendations to educators facing the question of adding creationism to the science curriculum. The claim that creationism is of equal scientific status with evolution is examined in the first part of the study. Factors considered included the criteria for a scientific theory and the role of the supernatural in science. The remainder of the study is divided according to the five major areas of disagreement between the models of the creationists and the evolutionists: the origin of the universe; the origin of life; the origin of variability; the origin of man; and earth's geology and chronology. The key creationist claim is that creationism is deserving of equal status with evolution. If they can show that creationism should be elevated to the level of a scientific theory, or that evolution should be demoted to the level of a faith-based model, equal time in the curriculum becomes a fait accompli. However, they failed to do this, and therefore the study recommends that legislatures, school boards, and individual teachers refuse requests to add scientific creationism to the science curriculum as an alternative model to evolution. Any consideration of the doctrine of special creation should be in the context of a comparative study of religions, a history of religion, a history of science, or philosophy. (Author/RM)