The impact of a novice programmer's first language on their subsequent achievement in further computing education has been the subject of much study in the field of computer science education. Our research is a retrospective study of more than 10,000 undergraduate students enrolled in CS1 (introduction to computer programming) from 118 US college institutions. We analyzed data from a survey that included questions about the student's background, academic achievement, and programming experience prior to course enrollment, as well as information from the instructor about the student's final course grade. After applying multiple matching techniques on a list of key factors, we examined if students who had learned graphical programming languages (e.g., Alice, Scratch, Mindstorms) as a first programming language prior to college enrollment achieved higher final grades in CS1 than did those who had first learned a textual programming language (e.g., C++, Java, Python) as first language, or than did those who had not learned any programming at all. Our analysis suggested that prior programming experience had a positive effect on grades in introductory CS courses, although no difference was found between the effects of graphical and textual programming languages. Having prior programming experience also positively impacted attitudes about computer science, while, again, no difference was found between the effects of graphical and textual programming languages.