This study: (1) comprehensively reviews previous research on the treatment of evolution in high school biology textbooks; (2) describes the treatment of evolutionary theory, including mention of creationist explanations of the development of life forms, in the most recent editions of 15 high school biology textbooks from the major publishers; and (3) discusses what the treatment of evolutionary theory in these textbooks indicates about publisher responses to pressure from groups interested in modifying the treatment of evolution (and including non-scientific explanations in science textbooks) and the consequences for educational consumers of such textbook publishing policy. Previous research shows that from 1920 to 1960, the majority of biology textbooks (and those most popular ones) inadequately covered evolution and Darwin or excluded this material. The analysis of the 15 books revealed four patterns of publisher response to the treatment of evolution (from 6 books presenting extensive and uncompromising treatments of evolution to 2 books avoiding the subject). Thus, educators do have a choice when selecting textbooks with respect to evolution. However, it is pointed out that in this situation textbooks have become a statement of value, not of scholarship and pedagogy. (JN)