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 third year in 2023-2024. The Center for Program Evaluation (CPE) at the University of Nevada, Reno was the external evaluator for the program. Evaluation methods for 23-24 included teacher, student, and parent surveys, and program attendance.

Program Attendance

In the 2023-24 school year, 359 students attended the program. The program was offered for 132 days between August 28, 2023, and May 10, 2024. Notably, this exceeded the grant target of 100 days of services to students. The average weekly attendance was 69 students and average daily attendance was 32. Most participants (91%) attended the program less than 30 days, while 8% attended 30-59 days. About half of the students attended the program for less than 15 hours total. The majority of participants (60%) were Hispanic/Latino; 22% Black/African American; and 7% White. Of the 4 academic and enrichment activities offered, Library Hub had the highest number of students attend.

Teacher and Parent Surveys

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 16% of participants. Most parents thought their child like 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, and in their reading and math skills.

Student Surveys

Student opinions about the classes were positive with most students agreeing with the positively worded statements. Most said they really liked the topics. Most student responses to the items about positive relationships were also positive, including liking their teacher(s), having fun in the class, feeling welcomed, and adults in the class listening to them. After attending the program, most students agreed that when they have a problem, they try to understand the reason; get better at something when they keep practicing; want to explore new opportunities in their life; and that it is important for them to reach their goals. Most of the students agreed that after attending the program they were happy when others succeed. Three quarters of the students indicated they would come back for future sessions and most of the remaining students said they maybe would come back. Suggestions for future class topics included art, economics, archery, ceramics, and cooking.

Analysis on Strengths, Weaknesses, and Areas for Improvement

Strengths

• Safe Haven: Program provided a safe environment for students after school hours, ensuring they have a secure place to go.
• Choice and Connection: Program offered students a variety of opportunities for personal, physical and academic growth. Families are also able to learn and connect with community services/programs through the two required Family Nights.
• Budget Support: A budget was provided for after-school classes and instructional materials to address the resource limitations in most clubs.
• Teacher Compensation: Afterschool Program teachers received compensation, ensuring quality instruction.
• Nutritional Support: Daily hot meals and snacks contributed to student well-being.
• Program Presence: The 4-H Afterschool Coordinator attended all Valley Viking Nights, Home Coming, Freshman Orientation, Open House and the CCSD Family Academy Day with the purpose of meeting families and recruiting more program participants.
• Engagement in Learning: Teachers noticed improvement in engagement in learning for 58% of program participants.
• Parents noticed improvements in willingness to go to school, behavior at school, reading skills, and math skills for majority of the students.

Weaknesses

• Incomplete Student Registrations: The student registration process was not fully understood by teachers, students nor parents and consequently data was not collected on all students who participated in the Program.
• Lack of Targeted Recruitment System: Although several methods were used to recruit students, there were no class presentations targeting specific grades or groups, and posting the classes on the daily school announcements and on social media were employed only during the latter part of the school year.
• Low Attendance and Class Cancellation: Low attendance led to class cancellations, which created some confusion and the need to update class schedules and flyers for the remainder of the session. 
• Coordinator Transition Challenges: The new coordinator had a steep learning curve with school processes and grant requirements.

Areas for Improvement

Main challenges for the 4-H 21st CCCLP at Valley High in its third year included recruitment and attendance. A variety of recruitment methods are recommended including tabling at school events at the beginning of the year, posting registration link on Instagram, daily announcements all year to market the program, partnering with administration to use Parent Link to connect to all students and families, making presentations in classes and at parent meetings, and providing points to students who recruit friends. With respect to programming, recommendations include rehiring staff that connected well with students, offering the most popular classes again, bring volunteers to campus to lead activities, and offer dynamic parent programming.

Conclusion

In its third year, the 4-H 21st CCLC program at Valley High was successful implementing a variety of academic and enrichment classes with 359 attendees. Teacher surveys indicated improvement in engagement in learning for more than half the participants. Students felt positively about participating in the program including the teachers, the class content, and the program environment. Most indicated that they would or maybe would continue in the program for another session. Students had many suggestions for topics they would like covered in future classes. A main challenge for the program was recruitment and attendance. Improving attendance in Year 4 will help expand the benefits of the program to more students and increase positive outcomes for the program participants at Valley High.