True equity in gifted education can be found in Assessment for Learning and the education given in response.
Anyone who had the opportunity to meet Marcia would immediately notice that she always wore at least one piece of turquoise jewelry. In fact, turquoise was her favorite color and a frequent theme throughout many parts of her life including her choices in home décor. Turquoise has been equated to wisdom; “…the sea-green stone reminds us of the value of every person's experience. When we see rightly within our own selves, neither elevating our strengths nor glossing over our weaknesses, we develop greater compassion and empathy for others” ( I can think of no better description for the way that Marcia lived her life.
When the NAGC Board of Directors presented the Championing Equity statement to the membership in
Over the last several months, the NAGC Board of Directors has been focused on developing several strategic initiatives impacting the overall direction of the Association. We are pleased to present to you what will be the first in a series of periodic updates on some of these developments and what you can expect to see in the months ahead. 
Consistently, American Indian, Alaska Native, and Native Hawaiian students are left out of gifted education studies, literature, and conversations; even those that focus on racial equity. They often become the “American Indian research asterisk.” It is incumbent upon us to try different methods to see this population of gifted students.