The purpose of this study was to assess differences in four-year persistence and graduation rates between students who participated in a research-based academic first-year seminar (n = 385) and a matched quasi-control group who did not (n = 385). Although research has consistently identified positive outcomes for students who participate in these seminars, the research is often based on short-term outcomes or the analysis is less rigorous or reliable. Propensity score matching was used to determine the two groups, and Mantel-Haenszel tests were used to determine any significant differences in the outcomes. Results showed statistically significant differences in persistence and graduation rates for first-generation students and students of color compared to nonparticipating students. Some of these differences were greater than 20%. Although the difference was not statistically significant, conditionally admitted students also showed higher rates of persistence and graduation.