In "On the Effects of Sex Education: A Response to Those Who Would Say It Promotes Teenage Pregnancy," author Daniel D. Adame chooses a forum of expression, the journal Health Education, where he is unlikely to encounter much adverse opinion concerning his point-of-view. That is not necessarily a criticism of the article, but it identifies why one of the major weaknesses of the article exists: that is, that Adame essentially defends sex education in public schools from attacks of an unreasoned, emotional nature with a comparative study of pedagogic evaluation. It plays well with his intended audience, but it is preaching to the converted.
The specific controversy Adame addresses is a familiar one: sex education is considered immoral by a significant minority of society, which attacks the concept itself from a number of different approaches. Since the moral contingent holds as one of its essential beliefs that Knowledge = Sex = Sin, a basic biblical allegory from the Book of Genesis, the most direct attack on sex education in public schools is that providing students with such knowledge encourages immoral behavior. There is no particular statistical support for such a conclusion; consequently, anecdotal argument is that form of critic's usual weapon. Concurrently, as government statistics indicate that teen pregnancy (or, at least reported teen pregnancy) is on the rise, critics of sex education in schools cite this as validation of their posi