In his commentary "The Collective Black and 'Principles to Actions,'" Martin (2015) offers a thought-provoking critique of "Principles to Actions: Ensuring Mathematical Success for All" (National Council of Teachers of Mathematics [NCTM], 2014). Martin (2015) states that the mathematics education community, in general, and the Council, in particular, has not made significant progress in addressing the opportunity gap (Flores, 2007); that is, it has not made significant progress in changing "the conditions of African American, Latin@, Indigenous, and poor students in mathematics education" (Martin, 2015, p. 22). The authors of this response agree and use this response to elaborate on how the educational system can be changed to provide access and opportunity to students who are marginalized and build a positive mathematics identity with a sense of agency.