Since its founding in 1998, Oxford Academy has been a school of distinct traditions — one of the most special being Cluster, a pre-lunch ninth period for announcements, peer bonding, and study time. However, due to compliance issues with class sizes and teacher contracts, Oxford has replaced Cluster with Homeroom conducted by third-period teachers. In a stale attempt to preserve Cluster’s values, this placeholder is a poor decision that introduces new complications, demanding remediation from the school.
With a sudden change, many are confused about new policies. Admin has yet to communicate proper fire drill procedures, leaving students unclear about necessary emergency protocols. The new schedule creates confusion of which period — Homeroom or Connections — will be the primary class for students to settle in during a crisis.
In addition, each instructor has different expectations for student excusal: filling out a spreadsheet, sending an email to Homeroom teachers, or filling out a Connections paper. The lack of standardization creates complications, including students being unable to make up tests or conduct club-related activities. Scheduling a meeting requires both initiative from students and a timely response from the teacher, leaving ample room for miscommunication and frustration, making Connections somewhat impractical.
Though trial and error is expected from a new system like Homeroom, administration cannot keep instating new policies without creating a thorough plan to carry out ideas. In order for the school to boost student support, it must standardize the sign-up procedure, either by requiring all teachers to use the Connections slips or by reimplementing an online appointment system to schedule meetings and notify Homeroom teachers.
Homeroom lacks effective logistics, but it also attempts to replace Cluster while failing to capture its true essence. Unlike Homeroom’s narrow-minded academic focus, Cluster’s was meant to foster community and bonding. It was a time to breathe between a busy schedule filled with rigorous coursework and extracurriculars by engaging in Cluster bonding events, practicing mindfulness, or reflection. Demanding students to spend their Homeroom period on academics pushes the expectation that students should be focused on making every single moment productive, which can worsen emotional health.
Oxford’s hypercompetitive environment fosters overworking and poor mental states, so a time of day for students to focus more on their mental health became invaluable. To preserve the integrity of Cluster in the Homeroom model, regulations on solely academic work should be relaxed and instead promote emotional wellness.
Homeroom falls short of Cluster’s legacy, and reforms are imperative to systemize and de-academicize this 9th period. Ultimately, Oxford needs to ensure that while the new system meets the district requirements, it benefits the students and staff it serves.
