Our Mission
Harvest Halls Life Center is a 501 (c) 3 in Harnett County, NC. Our mission is to: Enrich the lives of middle school aged students in Harnett County, North Carolina to through personalized academic assessments, after school tutoring, and enrichment programs.
Our Program
For over 9 years our team has operated evidence-based academic programs that meet the cultural, social, and academic needs of each student. Our program is modeled after the Harlem Children’s Zone (www.hcz.org). The methodology is to increase the amount of time each student spends on school-work by extending the school day[1][2]and encouraging single parents [3] involved in the educational process.
[1] Durlak, J. A., & Weissberg, R. P. (2007). The Impact of After-School Programs that Promote Personal and Social Skills. Collaborative for Academic, Social, and Emotional Learning (NJ1).
[2] Austin, Myra (2013) A study examining the perceived relationship on the effects of an extended day program and student achievement in Louisiana middle schools.
[3] Stavrova, O., & Fetchenhauer, D. (2015). Single parents, unhappy parents? Parenthood, partnership, and the cultural normative context. Journal of Cross-Cultural Psychology, 46(1), 134-149
[1] Durlak, J. A., & Weissberg, R. P. (2007). The Impact of After-School Programs that Promote Personal and Social Skills. Collaborative for Academic, Social, and Emotional Learning (NJ1).
[2] Austin, Myra (2013) A study examining the perceived relationship on the effects of an extended day program and student achievement in Louisiana middle schools.
[3] Stavrova, O., & Fetchenhauer, D. (2015). Single parents, unhappy parents? Parenthood, partnership, and the cultural normative context. Journal of Cross-Cultural Psychology, 46(1), 134-149
The Challenge
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Research has found that gang activity begins in early adolescence (middle school age)[1]. Studies have shown that students who exhibit antisocial behavior, hanging out after-school, and academic failures have high correlations with gang involvement[2]. However, the good news is there is more scientific evidence pointing to intervention programs that encourage parent, peer, and family support to prevent gang activity and violence[3]. Harnett County School District has eight elementary and middle schools on the recurring low performing schools list in 2016.[4]
Coats-Erwin Middle
Dunn Middle
Johnsonville Elementary
Overhills Middle
Wayne Avenue Elem
Our goal at Harvest Halls Life Center is to support schools, students, and families (especially single parents). We believe extending the school day is the evidence-based answer to improve student performance... Join us today. For more information email our Executive Director Ms. Frances McNeill at [email protected]
[1] Curry, G. D., Decker, S. H., & Egley Jr, A. (2002). Gang involvement and delinquency in a middle school population. Justice Quarterly, 19(2), 275-292.
[2] Dishion, T. J., Nelson, S. E., & Yasui, M. (2005). Predicting early adolescent gang involvement from middle school adaptation. Journal of Clinical Child and Adolescent Psychology, 34(1), 62-73.
[3] Farrell, A. D., Mehari, K. R., Kramer-Kuhn, A. M., Mays, S. A., & Sullivan, T. N. (2015). A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum. Journal of school psychology, 53(3), 179-194.
[4] http://www.dpi.state.nc.us/accountability/reporting/
Coats-Erwin Middle
Dunn Middle
Johnsonville Elementary
Overhills Middle
Wayne Avenue Elem
Our goal at Harvest Halls Life Center is to support schools, students, and families (especially single parents). We believe extending the school day is the evidence-based answer to improve student performance... Join us today. For more information email our Executive Director Ms. Frances McNeill at [email protected]
[1] Curry, G. D., Decker, S. H., & Egley Jr, A. (2002). Gang involvement and delinquency in a middle school population. Justice Quarterly, 19(2), 275-292.
[2] Dishion, T. J., Nelson, S. E., & Yasui, M. (2005). Predicting early adolescent gang involvement from middle school adaptation. Journal of Clinical Child and Adolescent Psychology, 34(1), 62-73.
[3] Farrell, A. D., Mehari, K. R., Kramer-Kuhn, A. M., Mays, S. A., & Sullivan, T. N. (2015). A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum. Journal of school psychology, 53(3), 179-194.
[4] http://www.dpi.state.nc.us/accountability/reporting/