This study addresses gaps in the theoretical and policy literature by examining the relationship between associate degree program credit requirements and four student outcomes: associate degree attainment, time to degree, final associate degree grade point average, and persistence. Using student unit record data, a longitudinal quantitative study of a cohort of community college students was conducted for the observational period of fall semester 2011 through winter semester 2016, in order to determine if community college students enrolled in academic programs with higher minimum credit requirements have different outcomes than students in programs with lower minimum credit requirements. The study used academic momentum as the theoretical framework to explain variations in student outcomes within academic programs of different lengths. Using a novel measure based on the classical physics model of physical momentum, the academic momentum of individual students was measured and tested using two logistic and two linear regression models to determine if there were differences in student outcomes within academic programs with higher or lower credit requirements. The results suggest that the relationship between academic momentum, credit requirements, and student outcomes is more complex than has been assumed in prior research and in the policy literature. Where significant relationships were found, variations were apparent on three levels: student outcomes, student academic momentum levels, and academic disciplines. Higher associate degree credit requirements were associated with both positive and negative student outcomes, depending on the academic discipline in which a student was enrolled, and individual student levels of academic momentum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]