Executive Summary
The University of Nevada Cooperative Extension implemented the 4-H 21st Century Community Learning Center (CCLC) Program at Valley High School in Las Vegas for its fifth year in 2025-2026. The Center for Program Evaluation (CPE) at the University of Nevada, Reno evaluated the program using teacher, student, and parent surveys, program attendance and documentation, school attendance, and unweighted GPA.
Program Attendance and Activities
In the 2025-26 school year, 426 students attended the program. The average weekly attendance was 100.4 students, and average daily attendance was 41.5. Most participants (87%) attended the program less than 30 days, while 7% attended 30-59 days. The program implemented four sessions during the year, each offering 8 to 13 academic and enrichment activities. The Library Hub provided a central, welcoming space where students received homework assistance, met with a college counselor, socialized, and participated in informal activities, while tutoring in core subjects was available through Valley High School teachers, UNLV GEAR UP staff, and peer tutors. Students also selected from varied offerings that supported academic achievement, creativity, physical activity, life skills, and college and career readiness. Daily hot meals and additional snacks helped support participation.
Beyond regular programming, students took part in hikes, community service, conferences, leadership camps, hands-on STEAM activities, and the Clark County Fair, extending learning into the community and exposing them to new interests and future pathways. Four Parent Nights connected families with information about college preparation, skilled trades, financial literacy, and resources for first-generation, DACA, and immigrant families, while advisory board meetings engaged students, families, staff, and administrators in program planning. The year concluded with a ceremony recognizing participating students and the teachers, partners, and volunteers who supported the program, with eligible seniors receiving 4-H graduation cords and stoles.
School Attendance, GPA, and Engagement in Learning
In 25-26, 28% of participants had school attendance rates from 97-100%, which was an increase from 24-25. The majority of participants with unweighted GPA below 3.0 in 24-25 increased their GPA in 25-26 (58%). Classroom teachers at Valley High School reported improvement in engagement in learning for 58% of program participants over the school year, while decline was noted for 14% of participants.
Parent Surveys
Most parents thought their child liked the program quite a bit or a lot and that it was somewhat or very likely they would send their child to the program again next year. The majority of parents noticed improvement in their child wanting to go to school, in their behavior at school,
and in their reading and math skills.
Student Surveys
Student survey results indicated that participants had highly positive experiences in the 4-H after-school program. Most reported that they liked the activities, felt a sense of belonging, were interested in what they were learning in school, and had opportunities to practice schoolday
learning. Participants also consistently described positive relationships within the program, indicating that they usually or consistently felt cared for, safe, accepted, and connected to others. Most students reported opportunities to solve problems, make mistakes, teach others, choose activities, contribute to group decisions, and exercise leadership. The majority spent at least two hours per week participating in 4-H activities. In their written responses, students most often valued the supportive staff, friendships, opportunities to learn new skills and hobbies, variety of clubs and activities, welcoming environment, and freedom to make choices and be themselves. Many reported that there was nothing they disliked, while others suggested longer program hours, additional clubs and activities, quieter spaces, and more snacks. Requested future topics included pottery and ceramics, cooking and baking, fashion, sports, computer science, history, business, and archery.
Analysis on Strengths, Weaknesses, and Areas for Improvement
Strengths
The program’s strengths included providing students with a safe, welcoming environment and offering a broad range of academic, physical, and personal development opportunities. Student voice played an important role in shaping activities, contributing to increased participation in hiking, community service, and cooking club. Dedicated funding, instructional materials, and compensation for after-school instructors supported consistent, high-quality programming, while daily hot meals and snacks promoted student well-being and participation. The 4-H Afterschool Coordinator increased program visibility and recruitment through active involvement in school and family events, including Parent Nights that connected families with community resources. Students and parents reported high levels of satisfaction, and participants expressed interest in continuing in the program. Teachers also observed improved student engagement during the school day, and 58% of participants whose prior-year GPA was below 3.0 improved their GPA. In addition, the teacher survey achieved an excellent 100% response rate.
Weaknesses
Program weaknesses included confusion about registration, particularly among returning students who expected automatic re-enrollment, which contributed to incomplete records and likely resulted in undercounting participation and program impact. Despite extensive recruitment efforts, registration and event participation remained lower than expected. Some classes also experienced low attendance, potentially because of scheduling conflicts, limited student interest, inconsistent schedules, or unclear communication about class frequency. Attendance tracking methods varied and sometimes produced incomplete or illegible records, highlighting the need for a standardized instructor-managed system. In addition, staff salary budget shortfalls required reallocating personnel costs across other accounts, creating substantial administrative complexity. Finally, the parent survey response rate was low, and although the student response rate improved from the previous year, additional improvement was still needed.
Areas for Improvement
Areas for improvement centered on strengthening program systems and deepening student and family engagement. Beginning recruitment earlier and maintaining consistent, bilingual outreach throughout the year could reduce confusion about enrollment and broaden participation. Programming could be more responsive and engaging by building on student and staff feedback, retaining instructors who have established strong relationships with students, continuing popular classes, and gradually introducing new project-based, enrichment, and credit-retrieval opportunities. Stronger collaboration with school personnel, community partners, volunteers, and other student clubs could further support referrals, recruitment, and activity offerings. Underlying these efforts is the need for reliable administrative systems, including standardized attendance procedures, complete documentation, timely data entry, and early staff training on program goals, compliance requirements, and the 4-H mission. Survey administration should also be integrated more intentionally into program activities by collecting student feedback at the end of each session and increasing parent participation through family events, incentives, multiple response options, and consistent reminders.
Conclusion
As the current grant cycle ends, the 4-H Afterschool Program has demonstrated the meaningful impact that high-quality afterschool programming can have on student success and wellbeing. Through strong partnerships with school leadership, community organizations, families, and dedicated staff, the program has provided valuable opportunities for academic enrichment, leadership development, career exploration, and positive youth engagement. UNR Extension hopes that this work will continue beyond the current funding cycle, ensuring
that Valley High School students have ongoing access to the safe, supportive, and enriching experiences that have contributed to the program's success.
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