The problem is that when you are talking students, you're talking people who do not yet even know what science is (I suppose that also describes a large portion of US high school graduates).
Teachibng ID in a science class will only create confusion as to what is science and what is philosophy.
Science requires testability. Period. ID is not science for that reason. I cannot test whether something is too awesome to have formed by chance. It's completely subjective.
The less subjective parts have been debunked.

But really what this issue highlights to me is another reason why America is so clueless about education. It's not about specifically "teaching facts". It's about teaching how to learn, using facts as examples.

If ID was taught in science class alongside evolution, the problem is that to be factual and to teach the learning of how science works... the teachers would have to compare them and show the truth that ID-believers don't like: that it fails to be a scientific theory.
The only place ID has in a science class is as an example of pseudo-theory.

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