The purpose of this study was to examine whether participating in a collaborative intensive service-learning program, Jumpstart, is associated with positive student academic outcomes. Specifically, the retention and graduation rates, and years to degree of students who participated in Jumpstart were compared to students who participated in a traditional service-learning program. Results indicate that, while controlling for ethnicity and first-generation college student status, Jumpstart students were more likely to graduate than were non-participating students. Group differences between retention and years to degree were not found. This study contributes to literature on links between high-impact practices and student academic outcomes and highlights the benefits of promoting strong connections among students for their academic success.