From the wide-open spaces of Pahrump to the historic, fast-paced corridors of Georgetown University, Alex Rieger’s journey is a powerful example of what can happen when ambition meets discipline, and small-town roots nurture big-world dreams.
A 2023 graduate of Pahrump Valley High School, Alex didn’t just leave with a diploma—he left as valedictorian of his class. That distinction, earned during one of the most challenging academic periods in recent history, speaks volumes about his dedication and vision. Now studying government with a concentration in international relations and minoring in Russian at Georgetown, Alex continues to pursue a path shaped by curiosity, global awareness, and a commitment to excellence.
His interest in government and foreign policy was no passing thought. Even as a high school student, Alex had already set his sights on attending a top-tier university known for academic rigor and international engagement. Georgetown, with its prime location in Washington, D.C., its access to diplomats and policymakers, and its legacy of producing global leaders, was a natural fit. His choice to minor in Russian reflects a deeper intellectual curiosity and a desire to understand the complexities of geopolitics from a linguistic and cultural perspective.
But Alex’s path to Georgetown wasn’t just built on classroom success. At Pahrump Valley High School, he was a three-sport athlete and a key contributor to the campus athletic community. He played football and participated in track and field all four years, and added basketball for three of those—only missing his sophomore season due to COVID-19 shutdowns, which paused athletics across the state.
Sports, he said, were more than a pastime—they were foundational. “Through sports, I had camaraderie, I built friendships, and I learned to work hard even when things didn’t come easy,” he explained. Balancing athletics with rigorous academics sharpened his time management skills, and the lessons learned on the field and court bled into the rest of his life. The resilience, perseverance, and teamwork that sports demanded translated into his academic success and personal growth.
Outside athletics, Alex was a member of the National Honor Society his senior year and served as the chapter’s reporter. Though he described the officer position modestly, it was another reflection of how he consistently held himself to a high standard in both leadership and scholarship.
Like many in his graduating class, Alex’s high school experience was deeply shaped by the COVID-19 pandemic. His freshman year came to a sudden halt after spring break in 2020, and his sophomore year was spent navigating the hybrid model that defined school during those uncertain times. While many students struggled with the lack of structure and connection, Alex worked hard to stay grounded. “It was a weird time,” he admitted, “but I feel like I made the best of it. High school ended up being a really great time. I matured a lot and learned a lot, not just in academics but in who I am as a person.”
That maturity, he said, came from the constant evolution that happens during those four years. He remembers starting out as a freshman still learning how to write a coherent essay, and ending as a senior able to confidently draft a strong paper in 30 minutes. The academic growth was real, and it was hard-earned.
When asked what kept him motivated, especially through so many disruptions, Alex pointed to three key influences: his future goals, his parents, and his peers.
The first was internal. He knew from early on that he wanted to go somewhere prestigious—somewhere that would challenge him. “If I really want to get somewhere good, I need to stay locked in,” he said. That long-term vision helped him push through even when the present was difficult.
The second pillar was his parents, Craig and Tina Rieger. Alex is quick to emphasize that behind his academic achievements and personal growth stood a constant and unwavering force: his parents. Their influence, he said, was foundational to his success—not only because they held him accountable, but because they truly believed in his potential. Throughout high school, they were deeply involved in his education, regularly checking his grades, staying informed about his assignments, and offering help when needed. While some teenagers might bristle at that level of involvement, Alex recognizes now how essential it was. “They were always checking in—sometimes a little too much,” he admitted with a laugh. “But looking back, I see how much that helped keep me on track.” More than just academic overseers, his parents were partners in his journey. They instilled in him the value of consistency, reinforced the importance of showing up every day, and modeled the kind of persistence he would later need to succeed at a demanding university like Georgetown.
What made their involvement even more impactful was the example they set through their own lives. “My parents are two of the hardest-working people I’ve ever met,” Alex said. “Watching them put in the effort day after day really gave me a strong example of what it means to work for something and not give up.” Their work ethic, he said, wasn’t just something they preached—it was something they lived, and it left a lasting impression on him. Their support wasn’t just about grades—it was emotional and practical. They were there during late nights, stressful exams, and moments of self-doubt, offering encouragement and reminding him of what he was working toward. Their steady presence helped create a sense of structure and direction.
The third motivator was his friends. Alex noticed that students who became disengaged often did so because they felt disconnected from the school experience. He credits his friends for helping him stay connected, focused, and involved, especially during the hardest moments. Even when senioritis hit—as it inevitably does—he leaned on that support system to push through. “Sometimes it was just a question of, do I really want to go to my two class periods today and then go back home?” he joked. But the answer was always yes, because he knew what he was working toward and it had the added benefit of getting to see his friends.
Alex also credits his teachers at PVHS for helping to make the transition to college easier. He specifically mentioned Mr. Larssen, one of his English teachers, as someone who helped shape his writing and critical thinking skills. “Mr. Larssen really pushed me to write with purpose and clarity,” Rieger said. “That kind of challenge was exactly what I needed, and it made the transition to college-level writing so much easier.” He also expressed appreciation for other PVHS educators who fostered his academic growth and encouraged him to pursue his interests beyond the classroom. Their dedication, he said, helped spark the intellectual curiosity and work ethic that continue to guide him through his studies.
As he closes out his sophomore year at Georgetown University, Alex is preparing for an experience he hopes will be both academically enriching and personally transformative: a full-immersion study abroad program in Kazakhstan. Though he would one day like to study in Russia, he acknowledged that “there’s a lot going on over there” right now, making it a less feasible option. Instead, Alex will be heading just south to Kazakhstan, a country that remains deeply tied to Russian language and culture due to its history within the former Soviet Union. “It’s like Central Asia,” he explained. “But it’s still very much Russian-speaking. All the street signs are in Russian, everything’s in Russian—it’s still very Soviet in a lot of ways.”
Alex will depart for Kazakhstan on June 10 and spend two months living in Almaty, the country’s largest city and cultural capital. “It’s not the capital,” he said, “but it’s kind of like the New York of Kazakhstan—it’s bigger, more vibrant.” He’ll be enrolled at the National University of Kazakhstan, where he will participate in intensive Russian language training through a full-immersion program run by American Councils for International Education, a nonprofit organization that receives funding from the U.S. government. “From what I’ve heard, they’re kind of the premier study abroad group,” he said. The program is fully approved by Georgetown, allowing for academic integration while also ensuring student safety and oversight. “They’re the kind of people who pulled out of Russia really early when the invasion of Ukraine started,” Alex noted. “They have really good information and know when things aren’t safe.”
This is not just a typical classroom experience. Alex will live with a host family in Almaty and be part of a structured cohort of students—all of whom are required to speak only Russian when on campus or in class. “It’s full immersion,” he said. “We’ll be studying five days a week, from morning to early afternoon, and once a week we’ll go on excursions—cultural or academic trips where we still use Russian the entire time.” These field visits are designed to complement the language learning experience and help students connect more deeply with Kazakhstan’s unique cultural landscape.
One of the most exciting aspects for Alex is that he won’t be going alone. “One of my really good friends from Georgetown, who I’ve taken Russian with for the past two years, is also going,” he shared. The two have already built a shared foundation in the language, and now they’ll be pushing their skills to the next level together. Alex sees this trip not as a check-the-box academic requirement, but as a meaningful chance to make real progress in his fluency. “I’m really good at Russian grammar—reading and writing are easy for me,” he admitted. “But when it comes to actual conversation, I’m like a deer in headlights. This is about experience, about getting better at speaking.”
While the trip may help him test into a higher-level Russian course when he returns, Alex says that’s not the primary goal. “I’d say I’m mainly going for the experience,” he explained. “When your brain is forced to get thrown into it, that’s when you really start picking it up. I want that kind of pressure—the kind that helps you grow.”
Looking ahead, Alex sees his language skills as a vital piece of a future career in international service. Though still exploring specific options, he’s interested in working in a government role—possibly something “military adjacent,” like a civilian position with the Department of Defense or a post within the Pentagon. Alternatively, he’s considering the U.S. State Department, where he could pursue a diplomatic track or work in a U.S. consulate abroad. “Being a diplomat could be really interesting,” he said. “And Russian is one of the languages the government has designated as a critical need. If you’re fluent, there are a lot more opportunities—and better pay too.”
Still, Alex remains open to the evolving professional landscape in Washington, D.C., where, as he put it with a laugh, “all roads lead to consulting.” He’s aware that many graduates spend a few years working for private firms, building financial stability before transitioning into public service. Whether he ends up in the public or private sector, Alex knows that the skills and cultural awareness he gains in Kazakhstan will give him a valuable edge. This summer is more than a study abroad experience—it’s a deep dive into the language, politics, and human experience of a strategically important region, and a crucial step toward the kind of career he’s been working toward since high school.
For students currently at PVHS, or for those facing uncertainty in the middle of their own academic journeys, Alex’s story offers a powerful message: even in the face of disruption, even when resources may seem limited, and even when motivation dips, success is possible. It takes vision, effort, and a willingness to keep showing up—whether it’s for morning practice, a tough essay, or just two more class periods on a sluggish day.
Alex may have graduated from Pahrump Valley High School in 2023, but his story is just beginning. With continued studies at Georgetown, and a world of policy, diplomacy, and language ahead of him, he’s already proving that small towns can raise global thinkers—and that the foundation laid in a high school classroom can stretch all the way to the international stage.
