Automatic enrollment in advanced coursework is gaining a lot of attention, with new laws in a handful of states and bills under consideration in others. It is generating a great deal of discussion and, depending on one’s perspective, either consternation or excitement. Automatic enrollment is also a key feature of the Advanced Coursework Equity Act that was recently re-introduced by Sen. Booker and Rep. Castro.
I hit the (virtual) ground running and can’t wait to keep learning more about the association and working with our members to advocate for our gifted students and their teachers. But before I learn more about our members, it’s only fair that you learn more about me!  In one setting or another, my entire professional career has been rooted in the importance of education and the power of advocacy that was instilled in me at a young age. No matter the context, though, I’ve found one statement to always hold true: Advocacy is critical to creating change.  
When it is argued that the prime mission of gifted education is to raise scores on high-stakes tests, we should not ignore the fact that people who make high-level contributions in their respective fields are a function of their interests, task commitment, analytic and creative thinking skills, and a range of executive function skills necessary for getting a job done.
The recent study by Christopher Redding and Jason Grissom, Educational Evaluation and Policy Analysis, tells you a lot, but also leaves out much about the actual services that lead to the outcome they are studying.
North Carolina has issued a call to action for educators to meet the advanced learning needs of students all day, every day. They've identified 6 steps to achieve equity and excellence in gifted education.