Calgary AfterSchool Evaluation - page 7

Guyn Cooper Research Associates
Calgary AfterSchool Evaluation
Summary Report
Social competence
Children with low social competence scores before CAS participation increased their sense
of belonging (CD=0.53) and their respect for and helpfulness to others (CD=0.48). However,
participation had only a very small effect on children with no or very few friends and poor basic
social skills (CD=0.14).
Youth with low social competence scores before CAS participation made friends and improved
their basic social skills (CD=0.31) and increased their sense of belonging (CD=0.36).
For youth with few positive peer friends and three or more negative peer friends (defined here
as friends who get into physical fights, have dropped out of school, or been in trouble with the
police) before CAS participation, there was an improvement in the overall peer score (CD=0.32).
This was mostly attributable to a very large increase in “number of friends your own age” following
participation in CAS programming.
CAS was very successful in engaging youth who had not previously volunteered in schools or in
the communities in volunteer activities. For these youth, the effect of CAS participation was very
large (CD=0.67).
CAS provided children (CV=0.46) and youth (CV=0.39) who had never had the opportunity before
to practice leadership skills. The effect was greatest on immigrant youth who had been in Canada
for at least two years. However, there is still room for improvement in many CAS programs in
encouraging leadership development.
The vast majority of CAS participants had many adult mentors and confidants in their lives before
program participation. However, among those who did not, participation provided them with a
confidant in the form of program leaders. This was true for both children (CV=0.46) and for youth
Emotional well-being
Children who were experiencing challenges before CAS participation greatly benefited from
participation, with improvements in self-esteem and self-confidence (CD=0.38), coping skills
(CD=0.33, pro-social attitudes and behaviours (CD=0.71), and sense of belonging at school, in the
community and in Canada (CD=0.59).
CAS participation had a smaller impact on youth with low self-esteem and self-confidence
(CD=0.17) and/or poorer pro-social attitudes (CD=0.25).
a,b,1,2,3,4,5,6 8,9,10
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