Credit hour policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. In the Unites States, the college completion agenda has been bolstered by national calls from intermediary organizations and philanthropic foundations alike to raise the overall rate and timeliness of degree attainment. The "15 to Finish" initiative, initiated by the Complete College America (CCA), encourages undergraduate students to enroll in 15 credits per semester with the long-term goal of keeping at risk students engaged and thereby increase the likelihood of their graduation. Yet, there are on-going debates and criticisms from state higher education executive officers on whether college completion initiatives such as the "15 to Finish" or Temple University "Fly in 4" campaign can increase graduation rates for underrepresented students. This empirical research presents an updated analysis of Indiana's 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University's University Institutional Research and Reporting (UIRR), representing 7,842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences (DiD) framework to explore the heterogeneous treatment effects of Indiana's credit momentum policy that was supported by the CCA "15 to Finish" initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI), compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that performance-based financial aid policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on academic momentum, these findings are among the first to explore the academic progression of college promise program recipients in the United States. Together, these findings indicate that credit hour policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. This session offers several recommendations for teacher-scholars, policymakers, and practitioners to consider that may enhance our understanding on the educational effectiveness and innovativeness of credit hour policies. Implications for future research and practice are discussed.