Catalytic Agency Ep. 6 - Equity, Policy, and the Call to Listen

Equity in gifted education requires more than resources — it begins with listening carefully to dissatisfaction across all student groups. Policies and practices must ensure that every intentionality is met with the right opportunities.

In episode six of a six-part series, ASMSA Executive Director Corey Alderdice draws the series to a close by connecting the Catalytic Agency Model to equity and policy. He argues that while Transitional students are often visible, Transformational, Typical, and especially Catalytic students are more easily overlooked unless schools and systems intentionally listen to dissatisfaction as signal. This episode emphasizes why policy must expand beyond test-based measures to include mentoring, belonging, and specialized environments. Special attention is given to the role of residential schools as equity engines, serving rural, low-income, and first-generation students whose dissatisfaction cannot be met in traditional settings. The series concludes with a call for educators, leaders, and policymakers to protect and expand these opportunities, treating dissatisfaction as the clearest guide for transformation.

Learn more about the Catalytic Agency model of talent development.

For additional thoughts from Corey, visit coreyalderdice.com.

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