Calgary AfterSchool Evaluation - page 2

Calgary AfterSchool Evaluation
Summary Report
Guyn Cooper Research Associates
For children and youth who had been experiencing social or emotional challenges, the benefits of
program participation were comparable to those typically achieved through expensive, intensive social
and emotional learning programs.
These accomplishments mean that CAS has fully achieved its objectives and should serve as a
model for other cities seeking to improve the lives of large numbers of young people.
The report is available at
2. Project Rationale
Studies completed by The City of Calgary and others over the preceding decade had indicated many
Calgary children and youth were spending their after-school hours engaged in unstructured, unsupervised
activities, such as internet and electronic social networking,
and sedentary pursuits.
In addition, police
data showed that the after-school hours, between 3 p.m. and 6 p.m., were a peak time for both violent
and non-violent youth crime.
Also, 2009 telephone survey of a representative sample of Calgary parents
completed as part of the current evaluation revealed high demand among parents for additional after-
school program opportunities for their children.
Research shows that sustained participation in high-quality after-school programming can help children
and youth to stay out of trouble and to achieve age-appropriate developmental milestones.
programming can increase young people’s “constructive use of time,” while decreasing time spent
alone at home, “hanging around” in shopping malls, and using electronic entertainment. It has long
been recognized that involvement in programming can keep young people from getting into trouble by
occupying idle time, preventing negative peer associations, and reducing opportunities for engaging in
risky behaviours, including criminal involvement.
Additional benefits of participation in after-school programming can include “positive child and youth
development” in one or more of four developmental domains: physical health and development, social
development, emotional development, and intellectual development. Research shows the achievement
of particular developmental outcomes in childhood, adolescence, and early adulthood serve as the
building blocks for ongoing healthy development and subsequent success and happiness in adulthood.
Bibby, R. 2009. “Canada’s emerging millenials.” Transition, 39(3), 2-6. (Ottawa, ON: Vanier Institute of the Family).
Active Healthy Kids Canada. 2012. Is Active Play Extinct? The Active Healthy Kids Canada 2012 Report Card on Physical Activity for Children
and Youth. (Toronto, ON: Active Healthy Kids Canada).
Taylor-Butts, A. 2010. “Where and when youth commit police-reported crimes, 2008.” Juristat, 30(2). Statistics Canada Catalogue No. 85-002-
X. (Ottawa, ON: Minister of Industry).
Apsler, R. 2009. “Afterschool programs for adolescents: A review of evaluation research.” Adolescence 44(173), 1–19; Gottfredson, D.C.;
Gottfredson,G.D.; Weisman, S.A. 2001. “The timing of delinquent behavior and its implications for afterschool programs.” Criminology
& Public Policy, 1(1), 61–86; U.S. Department of Justice. 2000. Working for Children and Families: Safe and Smart Afterschool Programs.
(Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention).
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