In this article, the author believes that equity and excellence ought simultaneously to govern educational decisions for all students in the middle grades. That is, each student should have access to curriculum that is high level, authentic, meaning-making, expert-focused, and highly relevant to young adolescents. In that way, equity of opportunity belongs to all young adolescents. In addition, each young adolescent--including those who demonstrate advanced academic performance and potential--should have persistent, knowledgeable adult support in maximizing his or her potential. In that way, excellence becomes a barometer of success for each student and his or her teachers.