111 WEST CONGRESS STREET‚ CHARLES TOWN‚ WEST VIRGINIA 25414
www.americanpubliceducation.com
ADVANCING THE
LEARNING EXPERIENCE.
EXPLORING NEW
OPPORTUNITIES.
2014 Annual Report
ASHLEY CAVE
M.A., Management, AMU (2012) and Master of Public Health, AMU
ADVANCING THE
LEARNING EXPERIENCE
American Public Education, Inc. (APEI) consists of American Public University
System (APUS), which encompasses American Public University (APU) and
American Military University (AMU); and National Education Seminars, Inc.,
which we refer to as Hondros College of Nursing, our newest subsidiary.
Together, these institutions serve more than 112,000 adult learners worldwide
and offer more than 100 degree programs.
COVER PHOTO: AMU GRADUATE, CLASS OF 2014
Today, APEI is exploring new opportunities in higher education—by expanding
into high-demand fields, building our healthcare platform and reaching out to
more international students. Furthermore, we are creating a more advanced and
differentiated learning experience by using new interactive technologies that
engage students, improve collaboration and promote academic success—to fulfill
our institutional mission.
EXPLORING NEW
OPPORTUNITIES
GREGG THOMPSON, MSN, BSN, RN
Nursing Faculty, Hondros College of Nursing
DEAR SHAREHOLDERS,
American Public Education, Inc. is built on a fundamental commitment to
helping students achieve their potential. Toward that end, we are dedicated
to providing learning experiences that are innovative and relevant in order
to promote student-centered learning, engagement, collaboration and
achievement. We strive to be the most respected provider of academic
programs and education services, and to serve all our stakeholders with
distinction—our students, our strategic partners, our shareholders and
the broader community.
We take great pride in the fundamental strength of our
institutions. APUS has established a reputation for academic
quality and affordability, offering an unparalleled value to
adult learners. As the first online, for-profit institution to
receive the prestigious Ralph E. Gomory Award for best
practices from the Online Learning Consortium (OLC), APUS
continues to earn recognition for the quality of its programs.
In 2014, APUS received an unprecedented fourth Effective
Practice award from OLC for a project to help students
develop academic research skills and, in early 2015, was
ranked in the top 10% among online undergraduate degree
programs by U.S. News & World Report.
AMU is a leading institution serving the U.S. military
community. In 2015, Military Times magazine ranked AMU
the number one school serving active duty military and the
number nine school serving veterans. We believe AMU’s
reputation in military-affiliated communities helped drive
a 9% year-over-year increase in net course registrations by
students using Veteran’s Administration benefits in 2014.
facility in Cleveland, Ohio; added new evening and weekend
classes at both its Cleveland and Columbus campuses; and
prepared for a transition of its online classrooms to the Sakai
Learning Management System, which is used by APUS. Further-
more, the college enhanced its outreach efforts through a new
awareness campaign, a social media presence, and an outreach
strategy based on building relationships, an approach similar
to that of APUS. In 2014, compared to the prior year, Hondros
College of Nursing achieved enrollment growth of 11% and
new student enrollment growth of 16%, setting the stage for
a great future.
APEI faced a number of challenges in 2014, including increased
competition from both traditional and online universities; an
uncertain regulatory environment; and changes to the military’s
Voluntary Education Program, which contributed to an overall
decline in APUS enrollments. Although net course registrations
for APUS declined 1% year-over-year in 2014, APEI achieved
year-over-year revenue growth of 6.2%, due to the inclusion
of the results from Hondros College of Nursing (acquired on
November 1, 2013).
We are pleased with the progress of our new campus-based
institution, Hondros College of Nursing. In 2014, the college
completed a move to a larger, more visible and accessible
Within our institutions, our aim is not simply to reach more
students, but to enroll more qualified students and to help
2
AMERICAN PUBLIC EDUCATION, INC.
DR. WALLACE E. BOSTON
President and Chief Executive Officer
them achieve success. I am pleased to report that, at the
APUS spring 2014 commencement exercises, we celebrated
a record class of more than 10,000 AMU and APU graduates
and conferred degrees on the 430 graduate students and
580 undergraduates who attended the ceremony—a
tremendous accomplishment for these students and for APEI.
A STRATEGY FOR THE FUTURE
We have set a clear course for the future. Our strategy is
twofold. First, we are developing an advanced learning
environment that we believe will enable us to continue to
attract, engage and retain students and help them achieve
their goals. Second, we are diversifying into high-demand
fields and expanding into the international market to create
new opportunities for growth. In support of our strategic
objectives, we continue to innovate—by exploring new ways
to promote persistence and student success, by investing in
new technologies and by building strategic partnerships. In
2014, we made significant progress toward these goals.
Developing an Advanced Learning Environment and
Improving Persistence. Today’s students live in a digital
world. We believe the classroom of the future, whether
online or on campus, will be a collaborative environment that
incorporates digital media and interactive tools to enhance the
learning experience, engage learners and improve persistence.
To set us apart from other institutions and further improve
student outcomes, we expect to continue investing in new
technologies to increase the interactivity and appeal of
courses at APUS by adding new rich media, simulations,
gamification and other enhancements. In 2014, we partnered
with a game-based learning company that develops education
software; and we began a collaboration with the University
of Central Florida’s Institution for Simulation and Training
and Mixed Emerging Technology Integration Lab on a
simulation development project with student and faculty
of the E2i (Engage to Innovate) Creative Studio partnership.
We also launched our first MOOC (Massively Open Online
Course), a course in International Politics developed in
partnership with the Policy Studies Organization.
In 2014, we made progress toward improving persistence and
student success. We put new processes in place within APUS
to identify at-risk students in the early weeks of classes, and
we piloted ClearPath, a new Learning Relationship Manage-
ment (LRM) system developed by Fidelis, a company in which
2014 ANNUAL REPORT
3
AMU & APU as of December 31, 2014
HONDROS COLLEGE OF NURSING as of December 31, 2014
46,000+ Alumni
111,000 Students
800+ Alumni
1,470 Students
we have a minority investment. APUS is the first university to
deploy ClearPath, a social media tool that encourages collabo-
ration, mutual support and engagement. The initial results of
this pilot, which involved 5,000 students, were impressive
across a variety of measures of performance and persistence.
Based on these initial results, we plan to open ClearPath to all
undergraduate APUS students in 2015.
Building Strategic Partnerships. In addition to maintaining
approximately 100 relationships with community colleges,
APUS now serves more than 200 corporations, associations
and other organizations through corporate and strategic
outreach. These relationships continue to be an important
way to effectively and affordably enhance our reputation,
grow brand awareness and expand our base of qualified
students. We work closely with our partners to provide
education and training programs that support their strategic
objectives, and to offer affordable educational opportunities
as an added benefit to their employees. In 2014, we signed
agreements with a number of new corporate partners,
including Keurig-Green Mountain Coffee, The Hartford and
Save-Mart, a West Coast grocery chain. We believe the
students we attract through these partnerships possess a
higher degree of college readiness and academic intent,
on average.
Enhancing the Quality and Range of Our Programs. In
2014, we continued to advance in the field of healthcare
education through the expanded outreach and growing
reputation of Hondros College of Nursing. Within APUS,
enrollment in its STEM (Science, Technology, Engineering
DANIEL L. WELSCH, PH.D.
Program Director, Science, APUS
Ph.D., University of Virginia, Environmental Sciences
“ There are not many online universities that
teach science at the same level that we do.
Until recently, no one has been able to figure
out how to translate lab experience, which is
so integral to science education, to an online
environment. We have—and we are actually
doing it in a very unique way. APUS is changing
and improving the way science is being taught.”
4
AMERICAN PUBLIC EDUCATION, INC.
STRONG REFERRALS AT APUS
45%
of new students referred
by others in 2014
45%
of students return for
a second degree1
1. Represents returning undergraduate students from 2012 conferrals.
AMU / APU
GRADUATES
10,400
9,600
7,600
6,100
4,600
3,300
2,000
1,600
1,000
600 800
300
‘03
‘04
‘05
‘06
‘07
‘08
‘09
‘10
‘11
‘12
‘13
‘14
and Mathematics) programs—an area of national importance—
increased approximately 10% year-over-year and now represents
approximately 13% of our total enrollment. In 2014, APUS added
new programs in high-demand fields such as Cybersecurity,
Electrical Engineering and Public Policy; and, in January 2015,
APUS launched a new dual master’s degree program in
Homeland Security and Emergency & Disaster Management.
The participation of APUS in the Lumina Foundation’s Degree
Qualification Profile (DQP) initiative, which includes some
400 participating colleges and universities, helps us improve
and refine our degree programs. We are also engaged in
two important collaborative initiatives—the three-year
Gateways to Completion (G2C) program and the Foundations
of Excellence program of the John N. Gardner Institute for
Excellence in Undergraduate Education—aimed at improving
quality and exploring new ways to improve persistence,
particularly in high-enrollment gateway courses. As the first
fully online program to participate in the Foundations of
Excellence program, APUS has already implemented key
initiatives recommended by the study group. APUS also
participates in the Higher Learning Commission Academy
for Student Persistence and Completion, a four-year study to
help institutions increase persistence and graduation. As a
member of the inaugural cohort of 20 institutions, we will
be developing strategies directly aimed at improving
student success.
Exploring International Markets. In 2014, we launched
two pilot programs aimed at expanding outreach to
international students in order to increase the percentage
of international students studying at APU. To help us
reach our goals for international students, we entered into
relationships with three New Horizons franchisees and
several international education agents to provide information
about APU to international students. New Horizons is an
independent, global IT training company in which we have a
minority investment. We are pleased by our relationship with
and our investment in New Horizons, which has achieved
profitability and continues to grow.
In closing, I thank the faculty and staff of each of our
institutions. Together, we accomplished a great deal in
2014. I believe our progress reaffirms the strength of APEI
as a recognized leader with the capability to address new
opportunities in higher education. In the year ahead, we will
continue to take steps to improve student success, increase
the college readiness of incoming students and further
differentiate our programs from the competition. Furthermore,
we will continue to focus on providing unparalleled value,
diversify and invest in technology to build the classroom of
the future.
Dr. Wallace E. Boston
President and Chief Executive Officer
American Public Education, Inc.
2014 ANNUAL REPORT
5
EDUCATE.
Through a focus on teaching excellence, APUS has distin-
guished itself over the past two decades as a leading
institution of higher learning that is committed to quality
and value. As the first 100% online institution (and the first
online, for-profit University) to be recognized by the Online
Learning Consortium (OLC) for best practices in online
education, APUS received an unprecedented fourth Effective
Practice award from OLC in 2014. APUS has been named
for the third consecutive year to U.S. News & World Report’s
annual qualitative ranking of top online degree programs.
In 2015, APUS ranked #27 nationally out of 292 schools
evaluated which offer online bachelor’s degree programs,
or in the top 10% overall—advancing seven places over its
2014 ranking.
We strive for excellence. Over the past two years, 22 APUS
students and alumni have been named Presidential Man-
agement Fellowship finalists, and since 2008, four of our APUS
staff members have received the prestigious Wagner Award
for Distance Education. Our faculty of scholar-practitioners
are leaders in their respective fields. In 2014, they published
more than 500 books and papers; earned over 500 awards for
6
AMERICAN PUBLIC EDUCATION, INC.
Of more than 46,000 alumni,
3,000 have more than one
degree from AMU/APU.
their professional practice, research and community service;
and presented at more than 1,700 conferences, workshops
and panels. Among the 97 degree programs offered at APUS,
roughly half are highly specialized programs, such as Home-
land Security, Cybersecurity Studies and Transportation &
Logistics Management, that differentiate our institution and
attract a diverse array of motivated students.
Today, APEI is building on the success of APUS by continuing
to differentiate our programs; by expanding into growing
fields such as healthcare, science and engineering; by
increasing outreach to international students—and by
delivering on our commitment to quality and value.
B.S., Legal Studies, AMU (2013) and M.A., Security Management, AMU
JOHN MEIR
“AMU is like being at a brick and mortar
college, only better. I found out really quickly
that an online education requires more
dedication. You have to do the research. You
have to do the writing. And you have to
participate. So you learn more in-depth.“
A Patrol Supervisor with the Waynesville Police Department in Waynesville, Missouri, John Meir served for 24 years
in the U.S. Army, including 12 deployments, and suffers from Traumatic Brain Injury (TBI) and Post-Traumatic Stress
Disorder (PTSD). As part of the Patriot Paws program, he has a service dog, Apollo, that plays a tremendous role in
helping him adjust to civilian life. Currently pursuing his second AMU degree, a Master’s in Security Management,
Meir credits AMU with playing a role in his transition from military leadership to advancing in civilian management.
2014 ANNUAL REPORT
7
ADVANCE.
APEI is committed to creating the classroom of the future.
For example, APUS faculty works closely with our technology
partners to develop course materials that are relevant to
the curriculum, that promote rigorous problem-solving
skills and that engage students. Through this process,
we are not only strengthening our programs, but also
driving new developments in education technology that
may improve outcomes and create opportunities for
future growth.
Within APUS, we recently enhanced more than 50 courses
with rich digital content that creates a stimulating, interac-
tive learning environment. We plan to redesign most of our
courses over the next several months. Our new content is
designed to be inquiry-based and project-driven, so as to
further unleash the natural curiosity of students. At APUS,
chemistry students conduct experiments in a virtual labo-
ratory that includes game-based learning and simulates the
experience of a traditional laboratory. Geology students
receive hands-on kits as part of their course materials that
include rock and mineral samples for analysis. Throughout
APUS science programs, students are now using digital
instrumentation to gather, amass and analyze data.
8
AMERICAN PUBLIC EDUCATION, INC.
ANEESAH AKBAR-UQDAH
M.A., Intelligence Studies, APU (2014)
“Taking classes at APU allowed me to engage
with classmates from the Department of Defense
and other agencies, advancing my interagency
tactical competencies. Today, I work at the CDC in
emergency response—where interagency cooper-
ation is critical to every mission accomplished.”
Aneesah Akbar-Uqdah graduated from APU in 2014 with a Master’s in Intelligence Studies. She also holds a Bachelor
of Arts in Anthropology from Bryn Mawr College and a Master of Public Health in Health Policy and Management from
Emory University. Her thesis appears in the Best Student Papers section of the APU library. Aneesah now works as a
Public Health Analyst at the Center for Disease Control and Prevention (CDC) in Atlanta and supports response efforts
for the Ebola outbreak in West Africa. Her responsibilities involve professional partnerships with the CDC’s new Global
Health Security Division, the World Health Organization (WHO), the Department of Defense and the State Department.
We engage in a variety of collaborative partnerships to
develop new learning technologies and course materials. For
example, APUS participates in the Smart Science Network,
a partnership with Smart Sparrow, an educational technology
company partially funded by the Bill and Melinda Gates
Foundation, whose aim is to develop the next generation
of online science courses.
we expand our programs in the growing fields of Science,
Technology, Engineering and Mathematics (STEM). Overall,
we believe that our strategic investments and collaborative
partnerships are enriching the classroom experience at
APUS today—and opening new opportunities for APEI in
the future.
Within APUS, we are finding innovative applications for
new technology. We use networking tools to foster faculty
collaboration and faculty-student interaction, and to promote
engagement and persistence. We expect our evolving port-
folio of advanced learning technologies to be invaluable as
2014 ANNUAL REPORT
9
ACHIEVE.
Our overarching goal is to help students achieve their
full potential. Toward that end, we are involved in a wide
range of research projects whose underlying aim is to
improve distance learning and student outcomes. Our
partners in this effort include the Lumina Foundation, the
Bill and Melinda Gates Foundation, National Institute for
Learning Outcomes Assessment, The Higher Learning
Commission and John Gardner Institute for Excellence in
Undergraduate Education.
In 2014, a record 10,000 students earned graduate and
undergraduate degrees from AMU and APU. We are taking
steps to further improve success, particularly among new
students in high-enrollment gateway courses. In 2014, we
completed a successful pilot of the new ClearPath Learning
Relationship Management (LRM) System, a social media
tool that fosters engagement and collaboration. The results:
ClearPath users, on average, completed the enrollment and
transfer credit process at a higher rate, had lower with-
drawals and drops, exhibited a higher GPA in their initial
courses, and registered for subsequent classes earlier than
those in the larger student population. In 2015, we expect to
open ClearPath to all undergraduate APUS students as part
of our ongoing effort to support their success.
10
AMERICAN PUBLIC EDUCATION, INC.
SARAH JACKSON
PN (2013), ADN (2015), Hondros College of Nursing
Sarah Jackson was inspired to become a nurse during
a mission trip to Bolivia. “I felt as though the Bolivians
we met would have benefitted so much more if I’d
had training in healthcare,” she says. Sarah recently
graduated with a second degree from Hondros College
of Nursing—an Associate Degree in Nursing (ADN).
“It’s been a challenging and rewarding few years,” she
says. “But with the range of clinical experience I’ve had
here, I think I’ll be able to make a real difference in
people’s lives.”
ANTHONY SOTO
B.A., Retail Management, APU (2013)
“The biggest benefit of getting my degree?
It was seeing the pride and joy in my kids’
eyes—to see me study, to see me finish. I
believe it’s engraved a sense of responsibility
on them about the importance of doing your
homework and getting an education.”
A Market Manager at Walmart in South Carolina, Anthony Soto earned his undergraduate degree through the Lifelong
Learning program, our educational partnership with Walmart. Soto was able to apply prior college credit toward
his degree, saving on tuition and reducing the time it took to finish. “When I heard about the program, I was pretty
excited,” says Soto, a Walmart employee for 17 years. “I’d always thought about going back to school and getting my
degree, but was challenged about the work/life balance. The Lifelong Learning program made it possible.”
2014 ANNUAL REPORT
11
EXECUTIVE LEADERSHIP TEAM
FROM LEFT TO RIGHT: Michael N. Netzer, Dr. Karan H. Powell, Harry T. Wilkins, CPA, Dr. Gwendolyn M. Hall, Richard W. Sunderland, CPA, Dr. Wallace E. Boston, Peter W. Gibbons,
Carol S. Gilbert, Dr. Conrad D. Lotze, Michael P. Miotto
Dr. Wallace E. Boston*
President and Chief Executive Officer; Member,
Board of Trustees; Member, Board of Directors
Richard W. Sunderland, Jr., CPA*
Executive Vice President and Chief Financial Officer
Carol S. Gilbert*
Executive Vice President, Programs and Marketing
Peter W. Gibbons*
Senior Vice President and Chief Administrative Officer
Dr. Gwendolyn M. Hall
Senior Vice President and Associate Provost
Dr. Conrad D. Lotze
Senior Vice President and
Associate Provost, Academic Affairs
Dr. Karan H. Powell*
Executive Vice President and Provost
Michael P. Miotto
Senior Vice President and Chief Information Officer
Harry T. Wilkins, CPA*
Executive Vice President and Chief Development Officer,
American Public Education, Inc.; Chief Executive Officer,
Hondros College of Nursing
Michael N. Netzer
Senior Vice President and Associate Provost,
Academic Program Development & Outreach
Executive Leadership Team as of April 2015.
*Denotes executive officers for purposes of the Securities Exchange Act.
12
AMERICAN PUBLIC EDUCATION, INC.
UNITED STATES SECURITIES AND EXCHANGE COMMISSION
Washington, D.C. 20549
Form 10-K
[√] Annual Report Pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2014
or
[ ] Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from _________ to _________
Commission File Number: 001-33810
American Public Education, Inc.
(Exact name of registrant as specified in its charter)
Delaware
(State or other jurisdiction of incorporation or organization)
01-0724376
(I.R.S. Employer Identification No.)
111 West Congress Street
Charles Town, West Virginia 25414
(Address, including zip code, of principal executive offices)
(304) 724-3700
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Common Stock, $.01 par Value
Name of each exchange on which registered
The NASDAQ Global Select Market
Securities registered pursuant to section 12(g) of the Act:
None
(Title of class)
13
FORM 10-K
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities
Act. Yes [ ] No [√ ]
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the
Act. Yes [ ] No [√ ]
Indicate by check mark whether the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days.
Yes [√ ] No [ ]
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Website,
if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes [√ ] No [ ]
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§ 229.405 of
this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or
information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. [ ]
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See the definitions of “large accelerated filer,” “accelerated filer” and “smaller reporting company”
in Rule 12b-2 of the Exchange Act.
Large accelerated filer [√ ]
Accelerated filer [ ]
Non-accelerated filer [ ]
Smaller reporting company [ ]
(Do not check if a smaller reporting company)
Indicate by check mark whether the registrant is a shell company (as defined in Rule 12b-2 of the Exchange Act).
Yes [ ] No [√ ]
The total number of shares of common stock outstanding as of February 24, 2015, was 17,225,685.
The aggregate market value of the registrant’s common stock held by non-affiliates computed by reference to the price at which
the common equity was last sold as of June 30, 2014, the last business day of the registrant’s most recently completed second
fiscal quarter, was approximately $577 million. For purposes of this calculation, shares of common stock held by the Registrant’s
chief executive officer, the Registrant’s chief financial officer, and the Registrant’s directors were excluded. Exclusion of such
shares held by any person should not be construed to indicate that the person possesses the power, direct or indirect, to direct
or cause the direction of the management or policies of the Registrant, or that the person is controlled by or under common
control with the Registrant.
Documents Incorporated by Reference
Certain portions of the registrant’s Definitive Proxy Statement for its 2015 Annual Meeting of Stockholders (which is expected
to be filed with the Commission within 120 days after the end of the registrant’s 2014 fiscal year) are incorporated by reference
into Part III of this Report.
14
AMERICAN PUBLIC EDUCATION, INC. INDEX
PART I
Item 1.
Business
Item 1A.
Risk Factors
Item 1B.
Unresolved Staff Comments
Item 2.
Properties
Item 3.
Legal Proceedings
Item 4.
Mine Safety Disclosures
PART II
Item 5.
Market for Registrant’s Common Equity, Related Stockholder Matters and Issuer Purchases of Equity Securities
Item 6.
Selected Financial Data
Item 7.
Management’s Discussion and Analysis of Financial Condition and Results of Operations
Item 7A.
Quantitative and Qualitative Disclosures About Market Risk
Item 8.
Financial Statements and Supplementary Data
Item 9.
Changes in and Disagreements with Accountants on Accounting and Financial Disclosure
Item 9A.
Controls and Procedures
Item 9B.
Other Information
PART III
Item 10.
Directors, Executive Officers, and Corporate Governance
Item 11.
Executive Compensation
Item 12.
Security Ownership of Certain Beneficial Owners and Management and Related Stockholder Matters
Item 13.
Certain Relationships and Related Party Transactions, and Director Independence
Item 14.
Principal Accountant Fees and Services
PART IV
Item 15.
Exhibits and Financial Statement Schedule
17
59
96
96
97
97
98
100
102
123
124
151
151
155
156
156
156
157
157
158
15
FORM 10-K Special Note Regarding Forward-Looking Statements
This Annual Report, including the sections entitled “Risk Factors,” “Management’s Discussion and Analysis of Financial
Condition and Results of Operations,” and “Business,” contains forward-looking statements. We may, in some cases, use words
such as “project,” “believe,” “anticipate,” “plan,” “expect,” “estimate,” “intend,” “should,” “would,” “could,” “potentially,” “will,”
or “may,” or other words that convey uncertainty of future events or outcomes to identify these forward-looking statements.
Forward-looking statements in this Annual Report include, but are not limited to, statements about:
• the pace of growth of our student enrollment and changes in the composition of our student body;
• our ability to maintain, develop and grow our technology infrastructure to support a larger student body;
• our conversion of prospective students to enrolled students and our retention of active students;
• our ability to update and expand the content of existing programs and develop new programs in a cost-effective manner or
on a timely basis;
• our ability to integrate National Education Seminars, Inc., which we refer to as Hondros College of Nursing, into our opera-
tions and to use that acquisition to diversify and expand our programs;
• our ability to leverage our investment in New Horizons Worldwide, Inc. to provide international students with greater access
to our programs and to provide our students with new supportive technologies;
• our maintenance and expansion of our relationships and partnerships with the United States Armed Forces, corporations and
other organizations and the development of new relationships and partnerships;
• actions by the Department of Defense or branches of the United States Armed Forces;
• federal appropriations and other budgetary matters that affect the ability of our students to finance their education through
programs administered by the Department of Education, the Department of Defense and the Department of Veterans Affairs;
• our ability to comply with the extensive regulatory framework applicable to our industry, including Title IV of the Higher
Education Act of 1965, as amended, and the regulations thereunder, as well as state law and regulations and accrediting
agency requirements;
• the competitive environment in which we operate;
• our cash needs and expectations regarding cash flow from operations;
• our ability to manage, grow and diversify our business and execute our business and growth strategies; and
• our financial performance generally.
Although we believe that the expectations reflected in the forward-looking statements are reasonable, we cannot guarantee
future results, levels of activity, performance, or achievements. There are a number of important factors that could cause actual
results to differ materially from the results anticipated by these forward-looking statements, which apply only as of the date of
this Annual Report. These important factors include those that we discuss in Item 1A “Risk Factors,” Item 7 “Management’s
Discussion and Analysis of Financial Condition and Results of Operations” and elsewhere. You should read these factors and the
other cautionary statements made in this Annual Report as being applicable to all related forward-looking statements wherever
they appear in this Annual Report. If one or more of these factors materialize, or if any underlying assumptions prove incorrect,
our actual results, performance, or achievements may vary materially from any future results, performance, or achievements
expressed or implied by these forward-looking statements. We undertake no obligation to publicly update any forward-looking
statements after the date of this Annual Report, whether as a result of new information, future events, or otherwise, except as
required by law.
16
AMERICAN PUBLIC EDUCATION, INC. PART I
Item 1. Business
American Public Education, Inc., or APEI, provides online and on-campus postsecondary education to over 112,470 students
through two subsidiary institutions. In this Annual Report, “we,” “our,” “us,” “the Company” and similar terms refer to APEI and
its subsidiary institutions collectively unless the context indicates otherwise.
This Item 1 of our Annual Report contains a Company Overview section that provides information regarding our subsidiary
institutions, an explanation of our reporting segments, an overview of the postsecondary educational market and market
opportunities, our competitive strengths, growth strategy, executive officers, the seasonality of our operations, and where
investors can obtain available information. Item 1 also contains a section entitled “Our Institutions” that provides institution
specific information regarding each of our two subsidiary institutions, and a section entitled “Regulatory Environment,” which
contains information on some of the regulations that impact postsecondary educational institutions.
Company Overview
Subsidiary Institutions
Our institutions offer programs designed to prepare individuals for productive contributions to their professions and society, and
to offer opportunities that may advance students in their current profession or help them prepare for their next career. Our
wholly-owned operating subsidiary institutions include the following:
• American Public University System, Inc., or APUS, provides online postsecondary education directed primarily at the needs
of the military and public safety communities. APUS is an online university that includes American Military University, or
AMU, and American Public University, or APU. APUS is regionally accredited by the Higher Learning Commission. APUS has
approximately 111,000 students and offers 97 degree programs and 95 certificate programs in fields of study related to
national security, military studies, intelligence, homeland security, criminal justice, technology, business administration,
education, health science, and liberal arts. APUS employs approximately 420 full-time faculty members and 1,820 part-time
faculty members.
Since APUS’s founding in 1991 as AMU, a distance learning graduate-level institution for military officers seeking an advanced
degree in military studies, APUS has gradually broadened its focus to include other military communities, veterans, public safety,
and certain other civilian professional communities. In 2002, AMU was reorganized into a single university system, APUS, with
two components: AMU, which is focused on educating military students, and APU, which is focused on educating non-military
students. As an online institution of higher learning, we believe APUS is well-suited to meet the needs of its military students
who serve in positions requiring extended and irregular work schedules, are on-call for rapid response missions, participate in
extended deployments and exercises, travel or relocate frequently or have limited financial resources. Although APUS’s focus
has broadened, APUS continues to have an emphasis on its relationship with the military community. As of December 31, 2014,
approximately 52% of APUS’s students self-reported that they served in the military on active duty at the time of initial
enrollment. The remainder of APUS’s students were military-affiliated professionals (such as veterans, reservists or National
Guard members), public safety professionals (such as law-enforcement personnel or other first responders) and other civilians
(such as working adult students).
• National Education Seminars, Inc., which we refer to as Hondros College of Nursing, or HCON, provides nursing education to
students at four campuses in the State of Ohio, as well as online, to serve the needs of the nursing and healthcare commu-
nity. HCON’s programs are offered in a quarterly format to approximately 1,470 students.
17
FORM 10-K HCON offers a Diploma in Practical Nursing and an Associate Degree in Nursing at its Ohio campuses, which are located in the
suburban areas of Cincinnati, Columbus, Dayton and Cleveland. HCON also offers an online Registered Nurse to Bachelor of
Science in Nursing completion program, which we refer to as the RN-to-BSN Program, predominantly to students in Ohio. HCON
is nationally accredited by the Accrediting Council of Independent Colleges and Schools and the RN-to-BSN Program is accred-
ited by the Commission on Collegiate Nursing Education. HCON’s locations and programs are approved by the Ohio State Board
of Career Colleges and Schools and the RN-to-BSN Program is approved by the Ohio Board of Regents. In addition, the Diploma
in Practical Nursing and Associate Degree in Nursing programs are approved by the Ohio Board of Nursing. HCON employs
approximately 100 full-time faculty members and 50 part-time faculty members.
We acquired HCON on November 1, 2013. Our acquisition of HCON is consistent with our long-term strategic plan to diversify
our education business and expand further into health science and technology focused programs. We believe HCON will
potentially serve as a platform for future healthcare related program expansion. The HCON acquisition was completed for an
adjusted aggregate purchase price of approximately $46.8 million. We assumed no long-term debt related to the acquisition
of HCON.
Our Reporting Segments
Our operations are organized into two reporting segments:
• American Public Education Segment, or APEI Segment. This segment reflects our historical operations prior to the
acquisition of HCON and reflects the operational activities of APUS, other corporate activities, and minority investments.
• Hondros College of Nursing Segment, or HCON Segment. This segment reflects the operational activities of HCON.
We acquired HCON on November 1, 2013, and therefore the consolidated results for periods prior to November 1, 2013 do
not include any results from HCON.
Our consolidated revenue for the year ended December 31, 2014 increased to $350.0 million from $329.5 million in the year
ended December 31, 2013. Net income was $40.9 million for the year ended December 31, 2014, compared to net income of
$42.0 million for the year ended December 31, 2013. Financial information regarding each of our reporting segments is reported
in this Annual Report in “Management’s Discussion and Analysis of Financial Condition and Results of Operations,” “Selected
Financial Data,” and “Financial Statements and Supplementary Data.”
Postsecondary Education Market Structure and Market Opportunities
Today, the U.S. postsecondary education market comprises more than 4,000 colleges and universities serving both traditional
college-aged students and adult learners. The market is highly fragmented with institutions varying by geography, program
offerings, delivery method, ownership, affordability, level of academic quality and selectivity of admissions. No single institution
holds a significant proportion of the overall postsecondary education market.
We believe that growth opportunities may exist for institutions that can better meet changing consumer expectations, despite
demographics and economic conditions that are slowing near term demand. We also believe that many students are seeking an
educational value that offers them the programs they want, at a competitive price, in an engaging and often mobile format that
will support their immediate and long-term career aspirations, and that employers are seeking to hire graduates with competen-
cies aligned to their needs. Thus, institutions, such as ours, with affordable pricing, flexible delivery, and a robust catalog of
strong online offerings aligned to workforce needs are well-positioned to address the current challenges and to meet the
demands of a connected and mobile society.
18
AMERICAN PUBLIC EDUCATION, INC. We believe that with nearly 2.2 million active-duty military and reservists, the U.S. Armed Forces will continue to be a
significant market for online education even with planned troop drawdowns. Because of their irregular schedules, geographic
mobility and access to tuition assistance funding, we believe service members will continue to seek respected universities
that provide military-focused support services coupled with online curriculum that is designed to prepare graduates for career
advancement. As part of their longstanding tradition, military leaders often encourage service members to capitalize on their
earned education benefits, and to enhance their qualifications through the military’s compensation, promotion, assignment,
and performance systems.
At the same time, elected and private-industry leaders are heavily promoting new policies and campaigns to facilitate the hiring
of veterans, with a priority on placing individuals who are transitioning from military service to the private sector. As these
policies lower barriers to nonmilitary jobs and federal contracts for veteran-owned businesses, postsecondary distance universi-
ties offer valuable educational opportunities for military constituents regardless of where they live, work and learn.
The Department of Defense (DoD) uniform tuition assistance policy offers service members a variety of affordable education
and financial aid options. Additionally, veterans (and certain service members) are entitled to educational benefits from the
Department of Veterans Affairs (VA). For more information, refer to “Our Institutions” and “Regulatory Environment—Student
Financing Sources and Related Regulations/Requirements.”
Similar to the U.S. military community, we believe our nation’s public service professionals need access to affordable and
flexible education that fits their changing schedules. More and more, we believe leadership advancement within many public
service agencies requires an advanced degree. Often these professionals have extended and shifting schedules preventing
them from attending traditional or in-class programs. Many traditional institutions lack the broad selection of degrees, certifica-
tions, or concentrations that are specifically relevant to public service careers. APUS fills this void by offering a broad array of
industry-specific programs that are continually assessed against learning outcomes, and enhanced through guidance and input
from selected industry leaders.
On a national level the expanding healthcare sector is driving demand for nursing education. According to the U.S. Bureau of
Labor Statistics’ Occupational Outlook Handbook, 2014-15 Edition, job opportunities for registered nurses are expected to grow
approximately 19% over the next 10 years, faster than the average growth for all occupations. Despite anticipated growth in job
opportunities, a 2014 report from the American Association of Colleges of Nursing stated that over 53,000 qualified applications
were not accepted by entry-level baccalaureate programs at nursing schools in 2013. These statistics suggest there may be
unmet demand from qualified students for on-campus and online nursing educational programs. These statistics may not be
indicative of demand on a regional or local level, including in Ohio.
Our institutions continue to face significant competition and other challenges related to federal policies governing education
providers and financial aid. Most public institutions are aided by substantial government subsidies. Public and private nonprofit
institutions benefit from government and foundation grants, in addition to tax-exempt status, tax-deductible contributions, and
other financial resource not widely available to for-profit institutions. Many public competitors benefit from longstanding name
recognition, and they are able to directly recruit students more cost-effectively, especially in their local markets. In addition,
competitors are upgrading the way they deliver their academic programs, which involves a variety of traditional, blended, and
asynchronous learning platforms. Several institutions are shifting their delivery models to include a mix of traditional, nontradi-
tional, credit-bearing and non-credit-bearing education programs, and massively open online courses (MOOCs) offered at little
to no cost. This trend is accelerating as many institutions realign and adopt the flexible and cost-effective benefits that online
education offers the modern learner.
19
FORM 10-K Our Competitive Strengths
We believe our institutions demonstrate the following competitive strengths:
• Academic Excellence. We are committed to continually assessing and enhancing our academic programs and our student
services to support successful outcomes for our students and graduates. APUS invests significant resources to provide
strong academic programs and educational support to its learning community. APUS’s academic program offerings are
overseen by an independent Board of Trustees that includes former college presidents, active accreditation evaluators, a
former Commandant of the Marine Corps, a former Navy Admiral, and a former Department of the Army Inspector General.
Additionally, APUS utilizes Industry Advisory Councils (IACs) to evaluate and inform the overall and program-specific
academic learning strategy. This facilitates efforts to connect APUS’s curriculum to the industry and students it serves.
Similarly, HCON focuses on educational support by hiring experienced industry professionals while enhancing student
services to assist students with courses, labs, and clinical offerings. HCON’s faculty includes individuals with research
and teaching experience, and specialized nursing credentials.
• Affordable Tuition. The combined tuition, fees, and books at APUS are less expensive for undergraduate and graduate
students than the average in-state cost at a public university. APUS’s undergraduate tuition is covered 100% by DoD tuition
assistance and graduate tuition is 80% covered. Although APUS has not increased undergraduate tuition since 2000, it
currently plans to increase graduate and undergraduate tuition, in the range of 5% to 8%, in the second half of 2015. To
support its active duty military students, APUS will continue providing a tuition grant that will keep their cost of tuition at
approximately its current level. APUS remains committed to affordability. Tuition, fees, and books at HCON are also designed
to be affordable and competitive with those of other similar institutions offering the same level of flexibility, accessibility,
and student experience.
• Online Higher Education and Diverse Program Offerings. APUS designs courses and programs specifically for online
delivery. APUS recruits and prepares its faculty exclusively to deliver engaging online instruction. Because students are
located worldwide, APUS focuses on providing asynchronous, interactive education to students that fits their busy lives.
APUS offers 97 degree programs in fields ranging from homeland security, space studies, and emergency and disaster
management, to liberal arts and electrical engineering. HCON currently offers a diploma program and an associate degree
program at its physical campuses, in addition to its online RN-to-BSN program.
• APUS’s Effective Student Support Systems and Data-Driven Decision-Making. APUS has developed proprietary
information systems and processes to support what we refer to as Partnership At a Distance™ (PAD). PAD is APUS’s patented
approach to interacting with APUS’s students. PAD is an information system that we believe enables APUS to recognize that
every student is unique and to provide support from pre-enrollment through and beyond graduation. PAD is the system APUS
utilizes for, among other things, student advising, administrative support, and community networking. PAD provides the
flexibility to maintain a highly-engaged partnership with learners based on their preferences. We believe that PAD enables
APUS to scale and continuously improve the quality of our academic offerings and student support. Through PAD, students may
access admissions, orientation, course registrations, tuition payments, book requests, grades, transcripts, and degree progress.
Growth Strategy
We believe our institutions’ growth in student enrollment and revenue has been driven primarily by high student satisfaction
and referral rates, by the affordability of our institutions’ tuition and by the type of the degree programs offered. Between 2012
and 2014, we grew our consolidated revenue 11.6% from $313.5 million to $350.0 million. Our revenues increased by 6.2% from
$329.5 million in 2013 to $350.0 million in 2014, largely due to the inclusion of revenue from HCON. To grow our revenues and
improve our financial performance, we plan to employ the following strategies:
• Maintain Our Leading Position in the Military Market. APUS has always focused on the needs of the U.S. military
community since being founded as American Military University. The combination of our online model, focused curriculum,
and outreach to military communities enables APUS to gain market share from more established schools, many of which are
20
AMERICAN PUBLIC EDUCATION, INC. traditional schools offering on-campus instruction that have served the military market for longer periods. APUS remains
firmly committed to providing exceptional service and support to the military community. One example of this commitment
and the resources dedicated to it is APUS’s Virtual Veterans Center, which is an online information repository, a gateway to
personalized support services, and a gathering place for veteran and active-duty students and alumni. It provides users with
branch-specific discussion boards, career services, academic advising, Student Veterans of America chapter information, and
a range of other resources.
• Broaden APUS’s Acceptance in the Civilian Market. APUS designs its curriculum to be relevant to public safety
professionals and civilian professionals with extended and irregular work schedules, and other adult learners. We believe
that today’s adult students, regardless of their specific career requirements, are looking for a highly-tailored educational
experience that prepares them for success. While APUS’s quality, affordable, and diverse academic offerings are highly
attractive options for students, we are also striving to meet an increasing demand to provide learning-on-the-go that
enables students to choose their own course curriculum, pace, level of support, and credentials.
• Add New Degree Programs at Our Institutions. Over the long term, we intend for our institutions to continue expanding
their degree offerings to meet student needs and marketplace demands, with a focus on new programs in fields exhibiting
higher than average growth. Our acquisition of HCON, and the type of program offerings at HCON, reflect this strategy.
APUS is also preparing, academically and culturally, to potentially offer doctoral programs beginning in the next few years.
• Pursue and Expand Strategic Partnerships. We believe that articulation agreements and partnerships with other
institutions of higher learning, corporations, professional associations, and other organizations are important to institutional
performance, enrollment growth and expanding access to higher education. We plan for our institutions to continue pursuing
such relationships.
• Explore International and Other Opportunities for APUS. APUS is developing partnerships, investments, and other
initiatives aimed at expanding international access to its affordable online programs, and intends to actively market its
programs in international markets. The objective is to increase the diversity of APUS’s student population, enhance the
learning environment, and diversify revenues. We plan to pursue other relationships, partnerships, and business opportuni-
ties to expand our international reach, including the development of new corporate training programs and non-degree
certifications. We believe our investment in New Horizons Worldwide, Inc., or New Horizons, a global information technology
training company, may yield opportunities to provide international students greater access to APUS’s information technology
programs and other similar programs.
• Innovative Education Technology. APUS has developed proprietary technologies and systems to enhance student
services, classroom instruction, learning outcomes, and the overall student experience. To further improve student out-
comes, satisfaction rates, access, our institutional efficiency and our brand differentiation, we are focused on providing a
unique and advanced learning environment, including through enhancing our existing technologies and investing in emerging
technologies and companies. For example, as a result of our investment in Fidelis Education, Inc., or Fidelis Education, we
pursued a pilot program to provide students with access to Fidelis Education’s ClearPath system. The ClearPath system is
designed to help online students interact with faculty and staff in meaningful ways outside the classroom, to improve
persistence, and help students successfully prepare for career transitions. We expect to open the ClearPath system for all
new APUS students during 2015 and transition current and returning students to the ClearPath system by the end of 2015.
• Improve Student Persistence. Our ability to increase enrollment depends largely on our ability to attract new students
and provide them with an effective university experience. We are focused on increasing the percentage of our students
that are prepared for the rigors of higher education, successfully complete courses and graduate from our programs. We
have launched several new projects at APUS to accomplish these goals, including initiatives to attract new college-ready
students, increasing the level of engagement and collaboration in the classroom, and launching new classroom interventions
to help students succeed academically. In addition, we research and explore new ways to improve student persistence and
academic quality through collaborative initiatives with non-profit organizations and other universities.
21
FORM 10-K To assist us in achieving elements of our growth strategy and further develop our business capabilities, we will continue to
research and assess strategic investments and acquisitions. Future strategic investments or acquisitions could include invest-
ments in partnerships or joint ventures with, or the acquisition of, other schools, service providers, or education technology-
related companies. Examples of our recent investments and acquisitions include:
• Hondros College of Nursing. In November 2013, we acquired all of the issued and outstanding capital stock of National
Education Seminars, Inc., which we refer to as HCON, for an approximate adjusted aggregate purchase price of $46.8 million.
As described more fully elsewhere in this annual report, HCON offers the Diploma in Practical Nursing, the Associate Degree
in Nursing, and the online registered nurse to Bachelor of Science in Nursing completion program.
• New Horizons Worldwide, Inc. In September 2012, we made a $6.8 million equity investment and a $6.0 million debt
investment in a holding company that acquired New Horizons, a global information technology training company operating
over 300 locations around the world through franchise arrangements in approximately 45 states and 70 countries. In connec-
tion with the investment we acquired approximately 19.9% of the fully diluted equity of New Horizons and are entitled to
certain rights, including rights to representation on the Board of Directors of the holding company. In December 2014, New
Horizons prepaid the $6.0 million loan we made in connection with the investment transaction.
• Fidelis Education, Inc. In February 2013, we made a $4.0 million investment in preferred stock of Fidelis Education,
representing approximately 21.6% of its fully diluted equity. Fidelis Education is developing a technology platform that will
assist working adult students with education advising and career mentoring services as they pursue college degrees. In
connection with the investment, APEI is entitled to certain rights, including the right to representation on the Board of
Directors of Fidelis Education.
For additional information regarding these and our other investments and acquisitions, please refer to the “Financial Statements
and Supplementary Data—Notes to Consolidated Financial Statements.”
Executive Officers of the Registrant
Set forth below is certain information concerning our executive officers:
Name
Age
Position
Dr. Wallace E. Boston
Carol S. Gilbert
Dr. Karan Powell
Richard W. Sunderland, Jr., CPA
Dr. Sharon van Wyk
Harry T. Wilkins, CPA
Peter W. Gibbons
60
56
61
54
55
58
62
President, Chief Executive Officer and Director
Executive Vice President, Marketing
Executive Vice President, Provost of APUS
Executive Vice President, Chief Financial Officer
Executive Vice President, Chief Operations Officer
Executive Vice President, Chief Development Officer and
Chief Executive Officer of HCON
Senior Vice President, Chief Administrative Officer
Dr. Wallace E. Boston joined us in September 2002 as Chief Financial Officer and, since June 2004, has served as President,
Chief Executive Officer, and a member of our Board of Directors. From August 2001 to April 2002, Dr. Boston served as Chief
Financial Officer of Sun Healthcare Group. From July 1998 to May 2001, Dr. Boston served as Chief Operating Officer and, later,
President of NeighborCare, Inc. From February 1993 to May 1998, Dr. Boston served as Vice President of Finance and later,
Senior Vice President of Acquisitions and Development of Manor Healthcare Corporation, now Manor Care, Inc. From
November 1985 to December 1992, Dr. Boston served as Chief Financial Officer of Meridian Healthcare.
22
AMERICAN PUBLIC EDUCATION, INC. Carol S. Gilbert joined us in May 2004 as Vice President, Programs and Marketing, was promoted to Senior Vice President,
Marketing in January 2005 and was promoted to Executive Vice President, Marketing in January 2009. From August 1998 to
October 2003, Ms. Gilbert served as Brand Vice President at Marriott International where she led the strategic planning efforts
for the SpringHill Suites’ brand and directed business and marketing strategies for the Fairfield Inn brand, including the launch
of the Fairfield Inn & Suites brand extension. From April 1996 to October 1997, Ms. Gilbert served as Vice President, Strategic
Planning at Choice Hotels International (formerly owned by Manor Care, Inc.). From February 1991 to April 1996, Ms. Gilbert
served as Senior Director, Marketing Strategy of Manor Care, Inc.
Dr. Karan Powell joined the Company in April 2004 as Interim Chancellor after serving on the Board of Trustees for two years.
From October 2005 to December 2005, Dr. Powell served as the Dean of the School of Business, Management and Graduate
studies. From January 2006 to July 2008, Dr. Powell served as Vice President and Academic Dean. In July 2008, Dr. Powell
was promoted to Senior Vice President and served as Senior Vice President and Academic Dean until July 2011. Dr. Powell
was promoted to Executive Vice President and Provost in August 2011. In 2010, Dr. Powell was invited to be a board member
of Higher Education Resource Services (HERS) and she was elected to the HERS executive board as Secretary in 2014. From
2011 to 2012, Dr. Powell served as Chair of the HERS’ 40th Anniversary Committee, and in 2012, was appointed as Program
Committee Chair. Dr. Powell was elected to the Board for the Association of Chief Academic Officers in 2014 and has served on
the Board of Trustees for Garrison Forest School in Baltimore, Maryland since 2012. Between 1988 and 2007, Dr. Powell served
at Georgetown University in various roles, including Director of Professional Development in the School of Continuing Education,
Director of Organization Development Programs, and Director of IRS Executive Development Program. While at Georgetown
University, Dr. Powell also served as an Executive Instructor at the School of Business.
Richard W. Sunderland, Jr., CPA joined us in February 2011 as a consultant and became Senior Vice President of Finance
at APUS in December 2012. Effective January 1, 2014, Mr. Sunderland was appointed as Executive Vice President and Chief
Financial Officer of APEI. Prior to joining APUS, Mr. Sunderland served as the Chief Financial Officer of NovaSom, Inc. from 2008
to 2010. In addition, Mr. Sunderland served as Chief Financial Officer of Active Day, Inc. between 2005 and 2008, and in various
roles, including as Controller, Senior Vice President and Chief Financial Officer, at NeighborCare, Inc. from 1993 to 2004.
Dr. Sharon van Wyk joined the Company in August 2009 as Executive Vice President, Chief Operations Officer. From March
2006 to April 2008, Dr. van Wyk served as Vice President of Process Excellence, Infrastructure & Online Customer Support at
Intuit Inc. From 2001 to 2006, Dr. van Wyk served as Vice President of Process Excellence and New Market Development for
Genworth Financial. From 1996 to 2001, Dr. van Wyk served as Manager, Global Risk Management and Six Sigma for GE Capital.
From 1988 to 1996, Dr. van Wyk served as Associate Partner, Change Management for Accenture Consulting. Dr. van Wyk was
an adjunct professor for the Executive MBA program at the University of Connecticut Business School and possesses several
process improvement certifications including Master Black Belt and Six Sigma Instructor.
Harry T. Wilkins, CPA joined us in February 2007 as Executive Vice President and Chief Financial Officer. Effective January 1,
2014, Mr. Wilkins was appointed Executive Vice President and Chief Development Officer of APEI and Chief Executive Officer of
APEI’s subsidiary National Education Seminars, Inc., which operates HCON. From December 2004 to February 2007, Mr. Wilkins
served as a member of our Board of Directors, and from January 2005 to February 2007, he served on the Board of Trustees of
APUS. Since 2002, Mr. Wilkins has also served as a founding partner of Grandizio, Wilkins, Little & Matthews, LLP, a Baltimore-
based CPA firm that specializes in consulting for postsecondary education clients. From May 1992 to August 2001, Mr. Wilkins
served as Chief Financial Officer of Strayer Education, Inc. From November 1984 to April 1992, Mr. Wilkins served as Director at
Wooden & Benson, an accounting firm specializing in audits of education companies. From January 1979 to November 1984, Mr.
Wilkins served as a senior consultant with Deloitte, Haskins and Sells, now Deloitte & Touche.
23
FORM 10-K Peter W. Gibbons joined us in October 2002 as Vice President, Student Services and became Senior Vice President, Chief
Operating Officer in January 2005. In May 2007, Mr. Gibbons’ title was changed to Senior Vice President, Chief Administrative
Officer. From June 2000 to October 2002, Mr. Gibbons served as Vice President, Human Resources for Sitel Corporation. From May
1975 to June 2000, Mr. Gibbons served as a field artillery officer in the United States Army. Mr. Gibbons commanded soldiers in
combat, held senior staff positions at the Department of Army, and taught at the United States Military Academy for three years.
Seasonality
Our quarterly results fluctuate and, therefore, the results in any quarter may not represent the results we may achieve in any
subsequent quarter or full year. Our revenues and operating results normally fluctuate as a result of seasonal or other variations
in our enrollments. Our student population varies as a result of new enrollments, graduations, student attrition, the success of
our marketing programs, and other reasons that we cannot always anticipate. We expect quarterly fluctuations in operating
results to continue as a result of various enrollment patterns.
Available Information About Us
APEI was incorporated in Delaware in 2002, as the successor to a Virginia corporation incorporated in 1991. Our website is
www.americanpubliceducation.com. The information on our website is expressly not incorporated by reference in this Annual
Report on Form 10-K. We make available, free of charge through our website, our Annual Reports on Form 10-K, Quarterly
Reports on Form 10-Q, Current Reports on Form 8-K, and amendments to those reports filed or furnished pursuant to Section
13(a) or 15(d) of the Exchange Act, as soon as reasonably practicable after they are electronically filed with, or furnished to, the
SEC. In addition to visiting our website, you may read and copy materials we file with the Securities and Exchange Commission,
or SEC at the SEC’s Public Reference Room at 100 F. Street, NE, Washington DC 20549, or at www.sec.gov. You may obtain
information on the operation of the Public Reference Room by calling the SEC at 1-800-SEC-0330.
Our Institutions
We provide postsecondary education through two subsidiary institutions, APUS and HCON. Our institutions are licensed or
otherwise authorized by state authorities, or are in the process of obtaining such licenses or authorizations, to offer postsec-
ondary education programs to the extent the institutions believe such licenses or authorizations are required, and are certified
by the United States Department of Education, or ED, to participate in student financial aid programs authorized under Title IV
of the Higher Education Act of 1965, as amended, or Title IV programs.
American Public University System
APUS is regionally accredited by the Higher Learning Commission, or HLC, and is based in Charles Town, West Virginia. In 2002,
APUS was organized into a single university system, with two component universities, AMU, which is focused on appealing to
military students, and APU, which is focused on appealing to non-military students. APUS traces its roots to AMU, which was
founded as a distance learning graduate-level institution for military officers seeking an advanced degree in military studies. APUS
has gradually broadened its focus to include other military communities, veterans, public safety, and certain other non-military
communities. APUS is an online institution of higher learning, which we believe is well-suited to its students, especially its
military students, who serve in positions requiring extended and irregular work schedules, are on-call for rapid response
missions, participate in extended deployments and exercises, travel or relocate frequently and have limited financial resources.
Although APUS’s focus has broadened, it continues to have an emphasis on its relationship with the military community. As of
December 31, 2014, approximately 52% of APUS’s students self-reported that they served in the military on active duty at the
time of initial enrollment. The remainder of APUS’s students are military-affiliated professionals (such as veterans, reservists or
National Guard members), public safety professionals (such as law-enforcement personnel or other first responders) and other
civilians (such as working adult students).
24
AMERICAN PUBLIC EDUCATION, INC. Curriculum and Scheduling
APUS offers 192 degree and certificate programs. Academic terms begin on the first Monday of each month, with nearly 2,200
classes in over 1,200 unique courses that are offered in either eight- or sixteen-week formats. APUS’s programs are as follows:
Programs
Masters Degrees
Bachelors Degrees
Associates Degrees
Total Degree Programs
Certificates
Graduate
Undergraduate
Total Certificates
TOTAL PROGRAMS AND CERTIFICATES
Number
32
43
22
97
Number
44
51
95
192
At the graduate level, APUS offers programs in the following fields of study:
Master of Arts in:
Criminal Justice
Intelligence Studies
National Security Studies
Emergency Management and
International Relations and
Political Science
Disaster Management
Conflict Resolution
Entrepreneurship
History
Homeland Security
Humanities
Master of Education1 in:
Legal Studies
Management
Military History
Military Studies
Psychology
Reverse Logistics Management
Security Management
Transportation Management
and Logistics
Educational Leadership
School Counseling
Teaching
Master of Public Administration
Master of Public Health
Master of Public Policy
Master of Science in:
Accounting
Information Technology
Sports Management
Cybersecurity Studies
Space Studies
Environmental Policy and Management
Sports and Health Sciences
1.
In December 2014, APUS determined that it will no longer enroll new students in any of its initial education licensure programs. APUS will
continue to enroll new students in its post-licensure education programs.
25
FORM 10-K At the undergraduate level, APUS offers programs in the following fields of study:
Bachelor of Arts in:
Criminal Justice
Hospitality Management
Political Science
Emergency and Disaster
Human Development and
Management
English
Entrepreneurship
General Studies
Government Contracting
and Acquisition
History
Homeland Security
Family Studies
Intelligence Studies
International Relations
Management
Marketing
Middle Eastern Studies
Military History
Philosophy
Psychology
Religion
Retail Management
Reverse Logistics Management
Security Management
Sociology
Transportation and Logistics
Management
Bachelor of Business Administration
Bachelor of Science in:
Accounting
Information System Security
Criminal Justice—Forensics
Information Technology
Nursing
Public Health
Cybersecurity
Electrical Engineering
Environmental Science
Information Technology Management
Space Studies
Legal Studies
Mathematics
Sports and Health Sciences
Sports Management
Fire Science Management
Natural Sciences
Associate of Arts in:
Business Administration
General Studies
Communication
Counter-Terrorism Studies
Criminal Justice
History
Hospitality
Management
Early Childhood Care and Education
Military History
Associate of Applied Science in Health Sciences
Real Estate Studies
Retail Management
Weapons of Mass Destruction
Preparedness
Associate of Science in:
Accounting
Explosive Ordnance Disposal
Computer Applications
Fire Science
Database Application Development
Paralegal Studies
Public Health
Web Publishing
APUS’s certificate programs generally consist of a minimum of 18 semester hours and focus on a particular component of a
broader degree program. Students may earn discrete certificates or earn certificates in combination with work toward a degree
program. APUS also offers several Learning Tracks comprised of one two-week “Classroom Success” orientation course about
26
AMERICAN PUBLIC EDUCATION, INC. online learning, and three academic courses in a related area of interest. A Learning Track allows students to pursue a course of
study without having to commit to a degree or certificate program.
Enrollment and Student Body
The active student body of APUS consists of approximately 111,000 students, most of whom hold full-time employment. Active
students are defined as those who have completed a course in the past twelve months, or are currently enrolled or registered
for an upcoming course. APUS disenrolls students who fail to register for and complete at least one course in a calendar year,
although students may apply for re-admission and active status. Students on extended military deployments may apply for a
program hold, which keeps such students active until they return and are able to resume their studies.
Accreditation
APUS is regionally accredited by HLC which accredits degree-granting institutions located in a 19-state region, including West
Virginia, and is recognized by ED. The status and meaning of this institutional accreditation is described more fully below in
“Regulatory Environment—Accreditation.”
In addition to institutional accreditation by HLC, certain programs offered by APUS have received specialized accreditations or
professional recognition. For example, the Accreditation Council for Business Schools and Programs, or ACBSP, accredits the
following programs:
• Associate of Science, Bachelor of Science and Master of Science in Accounting;
• Associate of Arts, Bachelor and Master of Business Administration;
• Associate of Arts and Bachelor of Arts in Hospitality Management;
• Associate of Arts, Bachelor of Arts, and Master of Arts in Management;
• Associate of Arts in Real Estate Studies;
• Associate of Arts and Bachelor of Arts in Retail Management;
• Bachelor of Arts in Marketing; and
• Bachelor and Master of Arts in Transportation and Logistics Management.
The Commission on Collegiate Nursing Education, or CCNE, accredits the Bachelor of Science in Nursing. Furthermore, APUS has
obtained professional recognition for its Management program concentrations in Human Resources from the Society for Human
Resource Management, certain courses in the Sports and Health Sciences program from the American Sport Education Program
for Bronze Level Certification and the National Academy of Sports Medicine Performance Enhancement Specialist, for the Information
Systems Security program from the National Security Agency—Information Assurance Courseware Evaluation, and certain
courses in the Human Development and Family Studies program from the National Council on Family Relations for the Certified
Family Life Educator. The meaning of these accreditations and recognitions is described more fully below in “Regulatory
Environment—Accreditation.”
Student Recruitment and Marketing
APUS’s marketing strategy traditionally focused on building long-term, mutually beneficial relationships with organizations and
individuals in military and public safety communities. The core of APUS’s referral strategy is rooted in our military and public safety
outreach teams, which serve those primary communities and develop lasting partnerships. We believe APUS’s reputation as a trusted
educator yields peer-to-peer referrals, and positions APUS as a respected institution among top federal and private sector employers.
These relationships, as well as APUS’s student and alumni networks, also create personal referrals. This relationship-based
marketing approach enables APUS to achieve student acquisition costs that we believe are less than the industry average.
27
FORM 10-K In recent years, APUS supplemented relationship-based marketing with traditional media advertising and multifaceted interac-
tive marketing campaigns to create greater brand awareness, particularly for the APU brand outside the military and public
safety communities, and to increase inquiries from potential students. In these campaigns, APUS utilized digital marketing
channels such as organic search, pay-per-click, banner advertising, and online social media, among others. This aspect of APUS’s
marketing strategy along with increased competition and more investment in marketing the less well known APU brand has
resulted in increased student acquisition costs, and also has attracted students who generally did not perform as well as those
who enrolled through relationship-based marketing. In the fourth quarter of 2014, APUS revised this strategy to use a more
targeted and narrower geographical approach that was intended to attract students with greater college readiness.
International Student Recruitment Initiatives
APUS has marketed its programs to a limited number of international students in the past, but now intends to actively market
its programs in international markets which could subject APUS to a variety of challenges not previously encountered. APUS
intends to market its programs using foreign representatives and there is no guarantee that such efforts will be successful. We
do not have previous experience marketing APUS’s programs through foreign representatives and we may be unable to ade-
quately manage risks associated with these planned international efforts, including associated regulatory hurdles, which could
adversely affect our ability to successfully attract, retain and serve students in international markets while negatively impacting
our profitability and financial condition.
Student Admissions
APUS welcomes prospective students to apply for admission at any time through an online application process. The current
qualifications for most undergraduate programs are a high school diploma or General Education Development certificate.
Applicants for graduate programs must hold a baccalaureate degree from an accredited U.S. institution or an equivalent foreign
institution. Certain programs may have additional admissions standards and restrictions. Following admission students are
issued a student ID number and password, and are provided information on how to finalize their admission and apply for
evaluation of transfer credits. Students are also provided information on how to register for courses, arrange for payment, and
navigate the online student environment. As APUS continues to improve the learning experience and attract students who are
more likely to persist in its programs, APUS intends to implement a number of important changes and initiatives to admit more
college-ready students. Beginning in the second quarter of 2015, APUS plans to require that prospective students complete a
free, non-credit admission course if they are not active duty military or veteran applicants, graduates from certified federal,
state and local law enforcement and public safety academies, or prospective students with at least nine hours of transfer credit
with a grade of “C” or better for each course from an accredited institution. These increased admissions standards may have an
adverse effect on APUS’s enrollment and our financial condition. For additional information on the risks associated with such
initiatives please refer to “Risk Factors—Risks Related to Our Business.”
Cost of Attendance and Financial Aid
We believe that APUS’s ability to offer affordable programs is one of its competitive strengths. Many APUS students also transfer
a significant number of previously earned academic credit hours, which reduces the cost and time of earning their degrees.
Undergraduate tuition at APUS is $250 per credit hour, or $750 per three-credit course. A full 121-credit hour undergraduate
degree may be earned for $30,250 in tuition costs at current tuition rates. APUS’s graduate tuition is $325 per credit hour, or
$975 per three-credit hour course, which means many APUS graduate degrees may be earned for less than $12,000 in tuition at
current tuition rates. The combined tuition, fees and books at APUS are designed to be less expensive for undergraduate and
graduate students than the average in-state cost at a public university.
28
AMERICAN PUBLIC EDUCATION, INC. Eligible undergraduate students enrolled in courses for academic credit receive their textbooks and other course materials at no
additional cost to them through a book grant program. This book grant represents an average potential savings over the course
of a student’s undergraduate degree program of approximately $4,900 as compared to public four-year colleges and universities
according to comparative information from The College Board’s Trends in College Pricing 2014 report. APUS also utilizes open
access and online library materials where applicable and works with various publishers to reduce the cost of textbooks and
course materials. In addition, APUS also works with a bookstore partner to lower the cost of textbooks and course materials
for graduate students.
APUS does not charge an admission fee or fees for services such as registration, course drops, and similar events that trigger
fees at many other institutions. Because APUS is an exclusively online institution, there are no required resident fees, such as
for parking, food service, student union, and recreation. All students other than active duty members of the military who wish
to have their transfer credits evaluated are required to pay a one-time flat fee. APUS also charges a technology fee, but
provides a grant to cover the technology fee for students using DoD tuition assistance programs or VA education benefits.
When applicable, APUS students are charged withdrawal, graduation, late registration, transcript request and comprehensive
examination fees.
Except for members of the Coast Guard, DoD tuition assistance programs cover $750 of the tuition costs per course for military
students, and these students may also be able to use VA education benefits or federal financial aid to cover any remaining cost,
as described more fully below in “Sources of Student Financing” and “Regulatory Environment—Student Financing Sources and
Related Regulations/Requirements.” APUS has currently set undergraduate per-course tuition so that the DoD tuition assistance
program covers the full tuition cost of undergraduate courses for members of the military up to the annual maximum benefit,
other than for members of the Coast Guard, who are subject to the Coast Guard’s policy of paying only 75% of tuition costs, up
to $187.50 per semester hour.
APUS has not increased its undergraduate per semester hour tuition rate since the year 2000. However, APUS is planning a
tuition increase in the second half of 2015, including to support further improvements in the online learning experience and
other initiatives aimed at improving student success. The tuition increase for graduate and undergraduate tuition is anticipated
to be in the range of 5% to 8%. To support its active duty military students, APUS will continue providing a tuition grant that will
keep the cost of tuition for those students at approximately its current level. In 2016, we also expect to evaluate repositioning
select degree programs by implementing differentiated pricing, primarily to better align tuition of certain programs with higher
market demand. APUS expects to continue to focus on offering affordable programs.
Sources of Student Financing
APUS’s students finance their education through a combination of individual resources, DoD tuition assistance programs, VA
education benefits, ED’s Title IV programs, private loans, state and federal grants, and corporate reimbursement programs. Most
of APUS’s students rely on some form of financial aid in addition to their individual resources. The largest source (by dollar value)
of financial aid used by APUS students is ED’s Title IV programs. Students utilizing ED’s Title IV programs accounted for 36% of
APUS’s net course registrations in 2014, and we believe that the ability of our students to participate in these programs is
essential to APUS’s growth. Participation in the DoD tuition assistance programs, VA education benefits and Title IV programs
add to APUS’s regulatory burden, as described more fully below in “Regulatory Environment—Student Financing Sources and
Related Regulations/Requirements.” Participation in these programs means that changes to or interruptions in federal appropri-
ations for these programs or other actions by the federal government will impact APUS’s operations and our financial condition.
As described more fully below in “Regulatory Environment—Recent Legislative and Regulatory Activity—Federal Legislative
Activity—Sequestration and Budgetary Matters,” in March 2013, in response to automatic across-the-board reductions in
federal spending (also known as “sequestration”), each of the military services suspended new enrollments in DoD’s tuition
29
FORM 10-K assistance programs. As a result of Congressional action, each of the services reinstated enrollments in DoD tuition assistance
programs in April 2013. However, our results of operations in the second quarter of 2013 were negatively impacted by these
actions, resulting in what we believe were fewer enrollments from service members than otherwise would have been expected.
In October 2013, DoD tuition assistance programs were temporarily suspended as a result of the partial U.S. government
shutdown. On October 1, 2013, prior to the government shutdown, APUS’s course registrations for October 2013 were approxi-
mately 41,200. However, as of October 14, 2013, approximately 13,100 registrations had been dropped, resulting in a net course
registration reduction of approximately 20% compared to October 2012. We believe that many of these dropped registrations
resulted from the suspension of DoD tuition assistance programs. After the government shutdown ended, DoD resumed its
tuition assistance programs; however, we do not believe that APUS’s registrations for subsequent periods replaced all of the
dropped registrations.
As a result of continued uncertainty about the availability of funding, several of the military branches announced changes to
their tuition assistance programs that took effect in federal fiscal year 2014. For example, the Air Force is no longer authorizing
tuition assistance for associates degrees if the service member already has an associates degree from the Community College
of the Air Force, the Army now requires service members to complete one year of service after graduation from Advanced
Individual Training in order to be eligible for tuition assistance, the Army has reduced the total annual benefit per service
member from $4,500 to $4,000, and, as mentioned above, the Coast Guard has reduced the benefit payable to 75% of tuition
costs, not to exceed $187.50 per semester hour. For additional information regarding the risks associated with DoD tuition
assistance programs, please refer to “Risk Factors—Risks Related to Our Business.”
While DoD’s tuition assistance programs were reinstated, subject to the modifications described above, budgetary pressures
remain, and we do not know what future action will be taken with respect to DoD tuition assistance programs, which could
include eliminating those programs, reducing the funds or benefits (or both) available under those programs, or enacting new
restrictions on participation in those programs. Any such changes, or any other reduction in the funding for DoD tuition assis-
tance programs, could have a material adverse effect on APUS’s enrollments and our financial condition. The potential risks
associated with these and similar events are described more fully below in “Risk Factors—Risks Related to Our Business.”
Faculty and Staff
APUS’s faculty consists of approximately 2,240 faculty members with relevant teaching and practitioner experience as well as
a professional staff of approximately 1,030 non-faculty employees administering APUS’s academic, technology, service, and
business operations. Most of APUS’s non-faculty employees work at either its headquarters in Charles Town, West Virginia, or
at its administrative offices in Manassas, Virginia. None of APUS’s employees are parties to any collective bargaining arrange-
ment. We believe that APUS has a good relationship with its employees.
Approximately 420 faculty members were designated as full-time faculty with the remainder designated as part-time. APUS
establishes full-time and part-time positions based on program and course enrollment. Many of APUS’s full-time faculty began
their careers with APUS as part-time faculty. We expect that APUS’s faculty headcount and the composition of full-time and
part-time faculty will vary as APUS’s enrollment fluctuates.
We believe that APUS’s well-regarded faculty, which includes many former and current practitioners in their fields, attracts
new students to APUS. A significant majority of APUS’s graduate faculty hold a doctorate in the relevant field, while virtually
all undergraduate faculty have earned a graduate degree. Exceptions have been granted for a limited number of APUS’s
faculty members who do not meet these degree standards but evidence significant experience and achievement in the field
of study that they teach. Many APUS faculty members have relevant experience at leading universities and within military
and government institutions.
30
AMERICAN PUBLIC EDUCATION, INC. We believe that the quality of APUS’s faculty is critical to its success because the majority of its interaction with its students
is through its faculty members. APUS regularly reviews the performance of its faculty by, among other things, monitoring the
amount of online contact that faculty have with students, reviewing student feedback, and evaluating the learning outcomes
achieved by students. If APUS determines that a faculty member is not performing at an acceptable level it works with the
faculty member to improve performance, including through assigning the faculty member a mentor. If the faculty member’s
performance does not improve, APUS will no longer allow that faculty member to teach. APUS does not offer its faculty tenure.
We believe that the composition of APUS’s student body and curriculum are particularly attractive to potential faculty members
because of the opportunity to teach relevant material to students who can implement classroom lessons at their workplaces.
APUS recruits faculty members through referrals by current faculty members, advertisements in education and trade association
journals, and its internet presence. Upon selection for a position, APUS requires each new faculty member to complete an
orientation and training program that leads to their certification to teach at APUS and assignment to courses.
Information Technology
APUS has invested significant capital and resources into developing proprietary information systems and processes to support
what we refer to as Partnership At a Distance™, or PAD. PAD is APUS’s patented approach to interacting with APUS’s students.
PAD includes a dynamic information system that enables APUS to provide each student with individualized support at appropri-
ate times from pre-enrollment through and beyond graduation, including student advising, administrative support, and commu-
nity networking. PAD provides APUS with the flexibility to engage with its students based on their preferences and has allowed
APUS to scale and improve the quality of its academic programs and student support.
APUS uses Sakai Collaboration and Learning Environment, or “Sakai CLE,” an open-source Learning Management System for its
online classroom. There are approximately 350 educational institutions around the world reportedly using Sakai CLE to support
teaching, learning, research, and collaboration. PAD and Sakai are APUS’s two core enterprise systems. APUS has several other
systems that are used to support financial aid processing, financial management, human resources processes, marketing and
decision support. APUS has decided to work towards being in a position to transition its financial aid processing system to its
former third-party vendor. There will be significant costs and risks relating to the new vendor’s implementation. These costs will
possibly include costs paid directly to the new vendor, costs related to the efforts of our employees and management, costs
associated with the transition and the training of APUS employees, and costs incurred in terminating APUS’s relationship with
its existing software vendor. For additional information regarding the risks of this potential transition please refer to “Risk
Factors—Risks Related to Our Business.”
The backbone of APUS’s information technology, or IT, infrastructure consists of two data centers: one in Virginia, and one at
a co-location facility in Texas. APUS’s technology environment is managed internally. Student access to APUS’s systems is
provided through redundant data carriers in both data centers. We believe that APUS has established a functional and reliable
technology system that helps support its mission. APUS continues to invest in technology systems and enhancements to
support its systems and mission. For additional information regarding risks related to our information technology please refer
to “Risk Factors—Risks Related to Our Business.”
Intellectual Property
APUS exercises rights associated with patents, copyrights, trademarks, service marks, domain names, agreements, and registra-
tions to protect its intellectual property. APUS’s course syllabi are its property, may be used in current and future courses as
needed to facilitate instruction, and may be modified to meet evolving course or curriculum requirements. Intellectual property of
APUS’s individual faculty members remains the property of each such faculty member and is reserved specifically for use only by
31
FORM 10-K the faculty member who owns it, unless the faculty member grants permission for use by others. APUS relies on agreements
under which it obtains rights to use course content developed by faculty members and other third party content experts.
APUS has secured rights to trademarks for various names and terms used in its business, including “American Public University
System,” “American Military University,” “American Public University” and logos incorporating the foregoing terms and acro-
nyms of those terms, as well as “Ready When You Are.,” “Educating those Who Serve,” “MAP,” “RESPECTED. AFFORDABLE.
ONLINE.” and the term “Partnership At a Distance.” We believe these trademarks and brand names are important to how
prospective students identify APUS and are central to a number of its marketing efforts. APUS also owns rights to more than
200 internet domain names pertaining to APUS, AMU, APU and other unique descriptors. The U.S. Patent and Trademark Office
issued APUS a patent for PAD in February 2011. APUS is also pursuing patents on several innovations that we believe enhance
and support student’s academic achievement and streamline university operations.
Competition
Within the postsecondary education market, APUS competes primarily with not-for-profit public and private two-year and
four-year colleges as well as other for-profit schools, particularly those that offer online learning programs. APUS also competes
in specific targeted markets, such as those discussed below.
APUS has focused on serving the military community since its founding as AMU, and the military market continues to be the
primary market for APUS. Within the military market, there are more than 2,500 institutions that serve military students and
receive funds through the DoD tuition assistance program. The primary competitors for military students are other institutions
offering online instruction and colleges and universities offering on-campus instruction located near military installations. Over
the last several years, a number of APUS’s competitors have expanded their outreach and marketing efforts directed at active
duty and reserve service members, as well as veterans.
We believe that APUS will continue to see increased competition in the military community from both non-profit and for-profit
schools. We believe that competition from for-profit schools will continue to increase as those schools seek to attract students
eligible for DoD tuition assistance programs and VA education benefits, rather than Title IV programs, in an attempt to comply
with ED’s regulatory requirement known as the 90/10 Rule. This regulatory requirement is described more fully below in
“Regulatory Environment—Student Financing Sources and Related Regulations/Requirements.”
Within the market for public safety professionals, such as law-enforcement personnel or other first responders, and non-military
professionals and other working adults with extended and irregular work schedules, APUS faces broad competition with
not-for-profit public and private two-year and four-year colleges as well as other for-profit schools, particularly those that offer
online learning programs.
Hondros College of Nursing
HCON is nationally accredited by the Accrediting Council of Independent Colleges and Schools, or ACICS. HCON’s programs are
generally designed to prepare individuals for productive careers in the field of nursing. HCON’s students principally receive
instruction on-campus at one of HCON’s four campuses in Ohio, which are located in the suburban areas of Cincinnati, Columbus,
Dayton and Cleveland. HCON also offers certain courses and a program via online delivery. As discussed more fully below in
“Regulatory Environment—Regulatory Actions and Restrictions on Operations—Change of Ownership Resulting in a Change of
Control,” HCON participates in ED’s Title IV programs pursuant to a Temporary Provisional Program Participation Agreement.
32
AMERICAN PUBLIC EDUCATION, INC. Curriculum and Scheduling
HCON offers on-campus instruction leading to a Diploma in Practical Nursing, or PN Program, and an Associate Degree in
Nursing, or ADN program. Graduates of the PN Program are eligible to seek licensure as a licensed practical nurse after passing the
NCLEX-PN exam. Graduates of the ADN Program are eligible to seek licensure as a registered nurse after passing the NCLEX-RN
exam. HCON also offers online instruction leading to a Bachelor of Science in Nursing, or RN-to-BSN Program, for students who
already possess an associates degree in the field. HCON’s programs are offered in a quarter format. Academic terms for the PN
and the ADN programs begin four times each year, with courses starting in January, April, July and October. In an effort to
better serve students and increase enrollments, in 2014, HCON increased its offering of evening and weekend classes at its
Columbus and Cleveland campuses.
Enrollment and Student Body
HCON’s student enrollment as of December 31, 2014, was approximately 1,470 students. This number includes those HCON
students who enrolled in at least one course either on-campus or online during 2014.
Accreditation
HCON is accredited by ACICS, which is recognized by ED as a national accrediting agency. The RN-to-BSN Program has received
programmatic accreditation from the Commission on Collegiate Nursing Education, or CCNE. The status and meaning of these
accreditations and recognitions is described more fully below in “Regulatory Environment—Accreditation.”
Student Recruitment and Marketing
HCON’s marketing strategy is focused on building long-term relationships with businesses, organizations and individuals in the
healthcare community, primarily in Ohio. We believe this strategy will continue to generate a significant number of personal
referrals. In addition, HCON utilizes traditional media as well as internet-focused marketing channels, including organic search,
local display advertising and pay-per-click.
Student Admissions
HCON welcomes prospective students to apply for admission at any time by submitting an application along with an application
fee. To be accepted into any HCON program, an applicant must be a U.S. citizen or permanent resident, be at least 18 years old
at the time of starting the program, and hold a high school diploma or General Education Development certificate. HCON’s
programs also have program-specific admissions requirements.
Applicants for both the PN Program and the ADN Program are required to complete an interview with an admissions representa-
tive and complete and pass a criminal background check and a drug screening. Applicants for the PN Program are also generally
required to take and pass the Health Education Systems Admissions Assessment, or HESI Exam.
Applicants for the ADN program who graduated from the PN Program must have graduated from that program within two
quarters of their enrollment in the ADN program, or must hold an active, unencumbered practical nurse license. Applicants for
the ADN program who have not graduated from the PN Program must have completed their practical nursing training at an
approved program, and must hold an active, unencumbered practical nurse license.
Applicants for the RN-to-BSN Program must hold an active, unencumbered registered nurse license in the state in which they
desire to complete their practicum. Applicants must also have graduated from an approved registered nursing program with a
cumulative grade point average of at least 2.0, and must complete an interview with an admissions representative. Applicants
applying to begin the RN-to-BSN Program in the quarter immediately following graduation from the ADN Program may be
admitted without a license, but are required to obtain one prior to their third quarter in the RN-to-BSN Program.
33
FORM 10-K Cost of Attendance and Financial Aid
HCON’s tuition costs vary among its three programs. HCON’s PN Program may be completed for approximately $19,065 in tuition
and fees, the ADN program may be completed for approximately $30,175 in tuition and fees, and the RN-to-BSN Program may
be completed for approximately $16,790 in tuition and fees.
HCON’s students also incur costs for textbooks and supplies. These costs vary among HCON’s three programs and are paid for
by HCON’s students as the textbooks or supplies are needed. HCON estimates that over the life of its programs a student’s
costs related to textbooks and supplies will be approximately $2,894 for the PN Program, $4,012 for the ADN Program, and
$1,600 for the RN-to-BSN Program.
HCON’s students pay various other fees and charges, including application fees and graduation fees. Additionally, students in
HCON’s PN program and ADN program are charged a one-time fee of $698 for its technology package. HCON’s students also
incur additional costs for uniforms, examination review materials, examination fees, and fees for applications with the Ohio
Board of Nursing, among others. Some of these costs are payable to HCON and others are payable directly to third parties.
Sources of Student Financing
HCON’s students finance their education through a combination of individual resources, VA education benefits, ED’s Title IV
programs, private loans, state and federal grants, and corporate reimbursement programs. Most HCON students rely on some
form of financial aid in addition to their individual resources. The substantial majority of HCON’s revenues are derived from
students utilizing ED’s Title IV programs, which, as discussed more fully below in “Regulatory Environment—Student Financing
Sources and Related Regulations/Requirements—Department of Education—Regulation of Title IV Financial Aid Programs—
The ‘90/10 Rule,’” results in increased regulatory risks. As a result, HCON’s management may find it necessary to decrease
HCON’s exposure to Title IV students, which could have a negative impact on its operating results and our financial condition.
While HCON does not currently participate in DoD’s tuition assistance programs it may attempt to do so in the future. Should
HCON choose to participate in the DoD tuition assistance program, it will be subject to such program’s requirements and
restrictions, which are more fully discussed in the “Our Institutions—American Public University System—Sources of Student
Financing,” “Regulatory Environment—Student Financing Sources and Related Regulations/Requirements,” “Regulatory
Environment—Recent Legislative and Regulatory Activity—Federal Legislative Activity—Sequestration and Budgetary
Matters,” and “Risk Factors” sections of this Annual Report.
Faculty and Staff
HCON’s faculty consists of approximately 150 faculty members with relevant teaching and nursing or healthcare practitioner
experience. HCON also employs approximately 80 staff members who administer HCON’s academic, technology, service, and
business operations. HCON’s faculty and staff largely work at one of its four campuses. None of HCON’s employees are parties
to any collective bargaining arrangement. We believe that HCON has a good relationship with its employees.
Approximately 100 of HCON’s faculty members are designated as full-time faculty with the remainder being designated as
part-time faculty. All faculty whose instruction is focused within the PN Program must have earned the minimum of a bachelor’s
degree in nursing. All faculty whose instruction is focused within the ADN Program and RN-BSN Program must have earned the
minimum of a master’s degree. All HCON faculty whose instruction is nursing theory based must have an active license to
practice as a Registered Nurse. In addition to the formal education of HCON’s faculty, many have also obtained specialized
certifications in the field of nursing.
34
AMERICAN PUBLIC EDUCATION, INC. We believe that selecting well-educated and qualified faculty members is a key component to HCON’s success. In addition to
having the necessary educational requirements, HCON seeks faculty who have demonstrated experience in the field of nursing.
Almost all faculty who teach HCON’s nursing courses have nursing experience in a clinical setting, which we believe helps teach
HCON’s students the skills needed to be effective and safe caregivers.
HCON trains and develops new faculty through a formal, structured on-boarding, training, and mentoring program. All new
HCON faculty members receive a 90-day on-boarding experience, which includes a formal orientation to the organization,
policies and procedures, teaching strategies, performance expectations and role responsibilities.
Information Technology
HCON’s IT infrastructure is largely hosted and maintained by a third-party affiliated with HCON’s previous ownership. We are
currently evaluating consolidating HCON’s IT infrastructure with APUS’s.
In January 2015, HCON’s accounting system was transitioned to the Company’s accounting system and its online academic
programs and courses were transitioned to the Sakai CLE hosted by APUS. For information regarding the security and reliability
of APUS-provided systems please refer to “Our Institutions—American Public University System—Information Technology.”
HCON has several other systems that are used to support financial management, human resources processes, marketing and
decision support, which are not provided by APUS.
Intellectual Property
In connection with our acquisition of HCON, we received the right to the corporate name National Education Seminars, Inc. and
a royalty-free, irrevocable, exclusive, transferable, sublicensable license to use the names “Hondros College” and “Hondros
College of Nursing” (or, instead of “Nursing,” any other qualifier directly related to nursing, medicine or healthcare in connection
with the business and operations of HCON).
HCON exercises rights associated with copyrights, trademarks, service marks, domain names, agreements, and registrations to
protect its intellectual property.
Competition
HCON competes with other schools offering nursing programs in the regions where it has campuses, including for-profit and
not-for-profit public and private colleges. Because HCON’s RN-to-BSN Program is offered online, it also competes in a broader
market against other online nursing programs.
Regulatory Environment
In the United States, postsecondary education institutions are overseen by a three-part regulatory framework comprised of
(1) accrediting agencies recognized by the U.S. Secretary of Education, (2) state regulatory bodies, and (3) the federal govern-
ment, through the U.S. Department of Education, or ED. Because APUS participates in military tuition assistance and APUS
and HCON participate in veterans education benefits programs administered by the U.S. Department of Defense, or DoD, and
U.S. Department of Veterans Affairs, or VA, respectively, we are also subject to oversight by those agencies. The regulations,
standards, and policies of these organizations cover the vast majority of our operations, including our educational programs,
facilities, instructional and administrative staff, administrative procedures, marketing, recruiting, financial operations, and
financial condition.
The post secondary education regulatory environment continues to become more complex. Applicable regulations, standards,
and policies frequently change, and changes in, or new interpretations of existing regulations, standards, and policies, as well as
35
FORM 10-K applicable laws, could have material consequences for our accreditation, authorization to operate in various states, permissible
activities, receipt of funds under federal student financial aid programs, and costs of doing business. In recent years ED has
been actively issuing new rules which have had a substantial impact on the proprietary postsecondary education industry. For
example, in 2010, ED adopted a new set of rules, which we refer to as the Program Integrity Regulations, which were generally
effective on July 1, 2011, establishing significant new compliance requirements for institutions of higher education. Certain
portions of the Program Integrity Regulations are discussed in this Annual Report.
Accreditation
Accreditation is a voluntary, non-governmental process through which an institution or a program submits to qualitative review
by an organization of peer institutions, based on the standards of the accrediting agency and the stated aims and purposes of
the institution or program. Accrediting agencies establish criteria for accreditation, conduct peer-review evaluations of institu-
tions or programs, and publicly recognize those institutions or programs that meet the stated criteria. Accredited schools and
programs are subject to periodic review by accrediting agencies to ensure continued high performance, institutional and
program improvement, and institutional and program integrity, and to confirm that accreditation criteria continue to be satisfied.
An institution or program that is determined not to meet the criteria may have its accreditation limited, revoked, or not renewed.
Pursuant to provisions of the Higher Education Act of 1965, as amended, or the HEA, ED relies on accrediting agencies to
determine whether the academic quality of an institution’s educational programs is sufficient to qualify the institution to
participate in student financial aid programs authorized under Title IV of the HEA, or Title IV programs. Institutional accredita-
tion by an accrediting agency recognized by the Secretary of Education is also necessary to participate in DoD tuition assistance
programs. To be recognized by the Secretary of Education, accrediting agencies must adopt specific standards and procedures
for the review of educational institutions or programs. As described more fully above in each reporting segment’s “Regulatory
Environment—Accreditation” section, each of our institutions is accredited by an institutional accrediting agency recognized by
the Secretary of Education:
• American Public University System, or APUS, is institutionally accredited by The Higher Learning Commission, or HLC,
a regional accrediting agency. In July 2011, HLC reaffirmed the accreditation status of APUS. The next comprehensive
evaluation is scheduled for the 2020-2021 academic year, with an interim progress report on the development of a
university system-wide coordination and improvement of graduate studies due in July 2015.
HLC conducted a site visit in January 2015 to review several new proposed programs. HLC also from time to time may
schedule site visits for other reasons, including a comprehensive evaluation in year four or year ten of an accreditation cycle;
or a focused visit related to a change of control, structure or organization transaction, a substantive change, or conformity
with HLC’s Criteria for Accreditation (related to topics such as teaching and learning, and resources).
• Hondros College of Nursing, or HCON, is institutionally accredited by the Accrediting Council for Independent Colleges
and Schools, or ACICS, a national accrediting agency. On August 13, 2013, ACICS acted to award HCON a new grant of
accreditation through December 31, 2016. After completion of our acquisition of HCON, ACICS acted to reinstate HCON’s
accreditation through December 31, 2016, effective from the date of the acquisition. ACICS conducted on-site quality
assurance visits in the summer of 2014 and found HCON to be in compliance with all accreditation criteria. For more
information, see “Regulatory Environment—Regulatory Actions and Restrictions on Operations—Change in Ownership
Resulting in a Change of Control.”
Institutional accreditation is an important attribute of our institutions. Colleges and universities depend, in part, on accreditation
in evaluating transfers of credit and applications to graduate schools. Employers rely on the accredited status of institutions
when evaluating a candidate’s credentials, and students, corporations, and government sponsors under tuition reimbursement
programs look to accreditation for assurance that an institution maintains quality educational standards.
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AMERICAN PUBLIC EDUCATION, INC. The National Advisory Committee on Institutional Quality and Integrity, or NACIQI, is charged with advising the Secretary of
Education on whether to recognize accrediting agencies for federal purposes, including for participation in Title IV programs. In
December 2009, the ED Office of the Inspector General, or OIG, recommended that ED consider limiting, suspending, or terminat-
ing HLC’s recognition as an accreditor for purposes of determining institutional eligibility to participate in Title IV programs. HLC
received additional scrutiny in June 2010 during a House Education and Labor Committee hearing focused on OIG’s findings with
regard to credit hour policies. Increased scrutiny of accrediting agencies by the Secretary of Education and Congress in connec-
tion with ED’s recognition process may result in increased scrutiny of institutions by accrediting agencies.
In December 2010, NACIQI reviewed HLC’s status as a recognized accrediting agency. At that time, NACIQI voted to continue
HLC’s recognition as an accrediting agency but also ordered the agency to submit an additional compliance report in one year.
At its December 2011 meeting, NACIQI characterized HLC’s report as “informational” and noted that no vote was to be taken
on it. In June 2013, NACIQI voted to recommend continuation of HLC’s recognition as an accrediting agency until it reaches a
final decision on whether to re-recognize HLC. Before NACIQI reaches a final decision on HLC’s petition for renewal of recogni-
tion, HLC must demonstrate that it has implemented its new standards and policies that were effective January 2013, and must
submit to NACIQI a compliance report to that effect. Although NACIQI was scheduled to review HLC for recognition purposes in
the spring of 2014, the status of HLC’s recognition as an accrediting body was not on the June 2014 or December 2014 NACIQI
meeting agendas. If HLC were to lose its recognition as an accrediting agency, APUS could lose its eligibility to participate in
Title IV programs. For additional information regarding the risks associated with accreditation please refer to the “Risk
Factors—Risks Related to the Regulation of Our Industry” section of this Annual Report.
In addition to institutional accreditation, we have obtained specialized accreditation or professional recognition for several
specific programs at our institutions, as described more fully above in each reporting segment’s section entitled “Regulatory
Environment—Accreditation.” Accreditation of a program by a specialized accrediting agency or granting of professional
recognition by a professional organization signifies that the program meets the standards of that agency or organization. If
we fail to satisfy the standards of these specialized accrediting agencies and professional organizations, we could lose the
specialized accreditation or professional recognition for the relevant programs, which could result in materially reduced
student enrollments in those programs, could prevent us from offering the programs in certain states, or could prevent our
students from seeking and obtaining appropriate licensure in their desired fields or employment from particular employers.
State Licensure/Authorization
We are subject to extensive regulations by the states in which we are authorized to operate. The level of regulatory oversight
varies substantially from state to state, and state regulations change frequently. State laws typically establish standards for
instruction, qualifications of faculty, administrative procedures, marketing, recruiting, financial operations, and other operational
matters. Some states may also prescribe regulations related to an institution’s financial condition, and some states require the
posting of surety bonds. State laws and regulations may also affect our ability to offer educational programs, open locations,
and award degrees. If we fail to comply with a state’s regulatory requirements, we may lose our state licensure or authorization,
which would result in our inability to enroll students in that state, and could result in our inability to receive Title IV program
funds and DoD tuition assistance funds, at least for students in that state.
Some states assert authority to regulate an institution if its educational programs are offered to residents of those states,
regardless of whether the institution maintains a physical presence in the state where the student resides. The increased
popularity of online education has led and may further lead to the adoption of new laws and regulatory practices and new
interpretations of existing laws and regulations in various states. States may also revise their regulations in this area as a result
of future ED regulations, as discussed more fully below in “State Licensure/Authorization Requirements.” New laws, regula-
tions, or interpretations related to doing business over the internet could increase our cost of doing business and affect our
ability to recruit students in particular states, which could, in turn, negatively affect enrollments and revenues and have a
37
FORM 10-K material adverse effect on our business. For additional information regarding the risks related to the regulation of the internet
please refer to “Risk Factors—Risks Related to Our Business.”
Changes in our business or changes in the nature or amount of our contact with or presence within a particular state could lead
states that do not currently require us to be licensed or authorized to require such licensure or authorization in the future. For
example, programs that include “on the ground” components that may be described as instructional activities, such as student
teaching and clinical internships, may be viewed by some state regulatory agencies as constituting a physical presence for
regulatory purposes. As those programs expand, there is a high probability that we will need to seek formal authorization to
operate in some states where historically we have not been required to do so. The extent of this expansion in regulatory require-
ments, and the associated costs, are not known at this time, but we anticipate they may be significant. Furthermore, there may be
some states where it takes a significant amount of time to meet the applicable regulatory requirements with respect to a new
program initiative, or where we are not able to do so at all.
Many states also have specific requirements that an individual must satisfy in order to be licensed as a professional in a
specified field. Students often seek to obtain professional licensure in their chosen fields after graduation. Their success in
obtaining licensure typically depends on several factors, including, for example: the individual merits of the graduate; whether
the institution and the program were approved by the state in which the graduate seeks licensure, or by a professional associa-
tion; whether the program meets all state requirements for professional licensure; and whether the institution or the specific
program is accredited.
State Licensure/Authorization Requirements
“Home” State Authorization. The final Program Integrity Regulations adopted by ED address certain institutional and
program eligibility issues, including state authorization. The Program Integrity Regulations specify how an institution may
demonstrate that it is authorized to offer postsecondary educational programs by the state(s) where it is located, which we
refer to as its “home” state. If requested by ED, an institution must be able to document its home state’s approval in order to
participate in Title IV programs. In addition, the home state must have a process to review and take appropriate action on
complaints concerning postsecondary institutions. ED has stated that it will not publish a list of states that meet, or fail to
meet, these requirements. If ED determines that an institution does not have the required state approval, the institution will
be ineligible to participate in Title IV programs. For institutions whose state authorization does not satisfy ED’s requirements,
ED has delayed the implementation date twice provided certain conditions are met, such as the state is establishing an
acceptable authorization process and the institution obtains an explanation from the state that supports application of the
extension. The most recent such extension was announced in June 2014, and the delayed implementation date is July 1, 2015.
We cannot predict the extent to which ED will determine that the institutional authorization or complaint review process of
any state satisfies ED’s regulations. If one of our institutions were to lose its ability to participate in Title IV programs because
it failed to obtain authorization by the state in which it is located or because a state’s institutional authorization and complaint
process did not satisfy ED’s requirements, it could have a material adverse effect on our business, financial condition, results
of operations, and cash flows.
State Authorization of Online Education. In November 2013, ED announced its intent to establish a negotiated rulemaking
panel to consider regulations for, among other issues, state authorization of programs offered through distance education.
Negotiated rulemaking sessions occurred in the winter and spring of 2014, but the negotiating committee did not reach consen-
sus. In June 2014 ED announced that it would delay the release of proposed rules regarding state authorization for distance
education. ED had included provisions regarding state authorization for distance education in the Program Integrity Regulations,
which provided that, if an institution offered postsecondary education through distance education to students in a state, it was
required to obtain any necessary state approvals to do so. However, on July 12, 2011, the U.S. District Court for the District of
38
AMERICAN PUBLIC EDUCATION, INC. Columbia upheld ED’s power to promulgate regulations on state authorization for distance education but vacated on procedural
grounds those provisions of the Program Integrity Regulations, and on June 5, 2012, the U.S. Court of Appeals for the District
of Columbia affirmed the district court’s ruling. In a Dear Colleague Letter dated July 27, 2012, ED warned that while it cannot
enforce the vacated provision, institutions continue to be responsible for complying with all state laws as they relate to
distance education. ED has stated publicly that it intends to issue a proposed rule in the coming months. No assurance can be
given with respect to whether ED will adopt new rules on state authorization for distance education or, in the event that such
regulations are adopted, our ability to comply with the new regulations.
SARA
The State Authorization Reciprocity Agreement, or SARA, is a voluntary agreement among member states, districts and
territories that establishes comparable national standards for interstate offering of postsecondary distance education courses
and programs. SARA is intended to make it easier for students to take online courses offered by postsecondary institutions
based in another state. SARA is overseen by a National Council and administered by four regional education compacts, which
accept applications from states in their regions to join SARA. SARA requires states to approve institutions in their state to
participate in SARA, based upon institutional accreditation and financial stability, and to resolve student complaints. SARA
membership is open to degree-granting postsecondary institutions from all sectors, including public colleges and universities as
well as non-profit and for-profit independent institutions. An institution must be accredited by an agency recognized by the U.S.
Secretary of Education. SARA member states agree to impose no additional (non-SARA) authorization requirements on institu-
tions from other SARA states. For SARA purposes, an institution’s “home state” is the state where its main campus or central
unit holds its principal legal domicile. SARA shifts principal oversight responsibilities from the state in which the distance
education is being received to the “home state” of the institution offering the instruction. Membership in SARA was opened to
states in January 2014. The State of West Virginia joined SARA effective December 1, 2014, and APUS’s application to become
a SARA institution was approved on December 8, 2014. As of December 31, 2014, the State of Ohio had not joined SARA and as
a result HCON was not eligible for membership.
State Authorization/Licensure of Our Institutions
APUS is physically headquartered in the State of West Virginia, with administrative offices in the Commonwealth of Virginia.
At present, APUS enrolls students from each of the 50 states, as well as the District of Columbia. APUS is currently authorized
to offer its programs by the West Virginia Higher Education Policy Commission, or WVHEPC, the regulatory agency governing
postsecondary education in the State of West Virginia. We believe that under current law the only state authorization or
licensure necessary for APUS to participate in DoD tuition assistance programs is its authorization from WVHEPC. We believe
the same is true for Title IV programs. Failure to comply with the requirements of WVHEPC could result in APUS losing its
authorization from WVHEPC, its eligibility to participate in Title IV programs, or its ability to offer certain programs, any of which
could force APUS to cease operations.
Due to APUS having administrative offices located in Virginia, under Virginia law APUS is also required to be authorized by the
State Council of Higher Education for Virginia, or SCHEV. Accordingly, APUS has obtained SCHEV’s authorization to operate as
an out-of-state institution in Virginia.
On December 8, 2014, APUS was approved as a participating institution in the State Authorization Reciprocity Agreement, or
SARA, which is described more fully above, resulting in APUS being authorized through reciprocity in 17 SARA states. Virginia is
a SARA state but, as discussed above, APUS is required to be authorized in Virginia due to having administrative offices located
within the Commonwealth; therefore, SCHEV’s regulation of APUS is outside the scope of SARA. Additionally, APUS has
obtained licensure or authorization to operate or conduct activities in 14 states that have not joined SARA. APUS has sought
39
FORM 10-K and received confirmation that its operations do not require state licensure or authorization, or has been notified that it is
exempt from licensure or authorization requirements, in 18 states.
HCON is physically headquartered in Westerville, Ohio, with four campuses in Ohio. HCON is currently authorized to offer its
programs by the Ohio State Board of Career Colleges and Schools, the regulatory agency that is responsible for authorizing
for-profit and non-profit private career schools offering associate degree, certificate, and diploma programs in the State of Ohio.
HCON’s Practical Nursing Diploma and Associate Degree in Nursing programs are approved by the Ohio Board of Nursing.
HCON’s online completion program leading to a Bachelor of Science in Nursing is approved by the Ohio Board of Regents, the
regulatory agency in Ohio responsible for authorizing education programs at the bachelor’s degree level and above. HCON
currently enrolls students in 14 states. HCON is approved as an out-of-state institution by the Indiana Board of Proprietary
Education, the Kentucky Council on Post-Secondary Education, and the Nevada Commission on Post-Secondary Education.
Failure to comply with state authorization or licensure requirements could restrict our institutions’ ability to recruit or enroll
students in certain states or result in other sanctions being imposed on our institutions, including fines and penalties. In some
cases, state authorization or licensure may impose limitations on certain activities and may impose particular requirements with
respect to certain programs. We review the licensure requirements of states to determine whether our institutions’ activities in
those states may constitute a presence or otherwise may require authorization or licensure by the respective state education
agencies. We cannot predict the extent to which SARA will impact our institutions’ regulatory burden and costs, whether states
will join and retain membership in SARA, the manner in which SARA’s rules will be interpreted and enforced by SARA’s member
states, our institutions’ ability to comply with SARA’s requirements and retain membership eligibility, or the impact that failure
to meet the SARA requirements may have on our business. To date, state-specific limitations and requirements have not had a
material effect on our institutions’ operations. However, new laws, regulations, interpretations, or changed circumstances related
to our institutions’ educational programs could increase our cost of doing business and affect our ability to recruit students and
offer programs in particular states, which could, in turn, adversely affect our institutions’ enrollments and revenues and have a
material effect on our business.
Student Financing Sources and Related Regulations/Requirements
Our students finance their education through a combination of Title IV programs administered by ED, tuition assistance programs
administered by the DoD, education benefits administered by the VA, private loans, corporate reimbursement programs, and
individual resources. Participation in federal student aid programs, including those administered by DoD and VA, adds to the
regulation of our operations. In particular, the HEA and the regulations issued thereunder by ED subject us to significant
regulatory scrutiny in the form of numerous standards we must satisfy in order to participate in and administer the federal
student financial aid programs under Title IV.
Department of Education
The federal government provides a substantial part of its support for postsecondary education through HEA Title IV programs,
in the form of grants and loans to eligible students who can use those funds at any institution that has been certified by ED to
participate in Title IV programs, provided the student’s program satisfies Title IV program eligibility requirements. An institution
may participate in Title IV programs only if it is certified to do so and it enters into a written program participation agreement,
or PPA, with the Secretary of Education. The PPA conditions initial and continued participation in Title IV programs upon
compliance with ED regulations, including regulations applicable to individual Title IV programs, and any additional conditions
specified in the PPA.
Types of Title IV Financial Aid Programs. Title IV program aid is primarily awarded to students on the basis of financial
need, generally defined as the difference between the cost of attending an institution and the amount a student can reasonably
40
AMERICAN PUBLIC EDUCATION, INC. contribute to that cost. All recipients of Title IV program funds must maintain satisfactory academic progress and must progress
in a timely manner toward completion of their program of study. In addition, each school must ensure that Title IV program funds
are properly accounted for and disbursed in the correct amounts and in a timely manner to eligible students.
Students at our institutions receive grants and loans to fund their education under several Title IV programs, of which the two
largest are Direct Loans and Pell Grants. Students at our institutions are eligible to participate in the following Title IV programs:
(1) Federal Student and Parent Loans. ED’s most significant form of aid includes loans to students and their parents through
the William D. Ford Federal Direct Loan Program, or Direct Loan Program. Direct Loan Program loans are made directly by the
federal government to students or their parents. The Direct Loan Program offers Federal Stafford Loans, Federal Parent PLUS
Loans, Federal Grad PLUS Loans and Federal Consolidation Loans. Prior to July 1, 2010, students could obtain loans made
under the Federal Family Education Loan Program, or FFEL Program, in addition to or instead of Direct Loan Program loans,
depending on the federal loan program in which their school participated. The FFEL Program was eliminated through legisla-
tion enacted in March 2010, and, after June 30, 2010, Federal Stafford Loans, Federal Parent PLUS Loans, and Federal Grad
PLUS Loans, and Federal Consolidation Loans may only be made through the Direct Loan Program.
Federal Stafford Loans, or Stafford Loans, may either be subsidized or unsubsidized. A student with demonstrated financial
need may be eligible to receive a subsidized Stafford Loan where ED pays the interest on the loan while the student is
enrolled at least half-time in school and during the first six months after leaving school. A student without demonstrated
financial need may be eligible to receive an unsubsidized Stafford Loan where the student is responsible for the interest that
accrued while in school and after leaving school. Students who are eligible for a subsidized Stafford Loan may also be
eligible to receive an unsubsidized Stafford Loan. Federal Parent PLUS Loans, or Parent PLUS Loans, may be obtained by the
parents of a dependent undergraduate student in an amount not to exceed the difference between the total cost of that
student’s education (including allowable expenses) and other aid to which that student is entitled. Students who are
classified as independent, and dependent students whose parents are unable to obtain Parent PLUS Loans, can receive
additional unsubsidized Stafford Loans. Federal Grad PLUS Loans, or Grad PLUS Loans, are available to graduate or profes-
sional students enrolled at least half-time. The obligation to begin repaying federal loans does not commence until six
months after a student ceases enrollment as at least a half-time student. Federal Consolidation Loans allow a student who
has graduated, left school, or dropped below half-time enrollment to combine multiple federal education loans into one loan
with one interest rate and one monthly payment.
(2) Federal Grant Programs. Pell Grants are ED’s primary program for grants to undergraduate students who demonstrate
financial need. The maximum amount of availability of a Pell Grant is $5,645 for the 2013–2014 award year and is $5,730 for
the 2014–2015 award year and $5,830 for the 2015–2016 award year. The Consolidated Appropriations Act, 2012, or the
Appropriations Act, amended the HEA to reduce the income threshold for an automatic zero “expected family contribution”
for both dependent and independent students, which for some students decreased the amount of their Pell Grants. The
Appropriations Act also amended the HEA to reduce the duration of a student’s lifetime eligibility to receive a Pell Grant
from 18 semesters (or its equivalent) to 12 semesters (or its equivalent). This may eliminate the ability of some of our
students to continue to receive Pell Grants, depending on their prior receipt of Pell Grants from our institutions and from
other institutions prior to enrolling in one of our schools.
The Federal Supplemental Education Opportunity Grant, or FSEOG, program provides grant awards designed to supplement
Pell Grants for the neediest undergraduate students. The availability of FSEOG awards is limited by the amount of those
funds allocated by ED to an institution under a formula that takes into account the size of the institution, its costs, and the
income levels of students.
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FORM 10-K The Teacher Education Assistance for College and Higher Education Grant, or TEACH Grant, program provides up to $4,000 a
year in grant assistance to undergraduate, post-baccalaureate, and graduate students who agree to serve for at least four
years as full-time “highly qualified” teachers in high-need fields in public or not-for-profit private elementary or secondary
schools that serve students from low-income families.
(3) Federal Work-Study. Under the Federal Work-Study program, ED pays up to 75% of the cost of part-time employment of
eligible students, based on their financial need, to perform work for the institutions they attend, or for off-campus public or
non-profit organizations.
In the second half of 2015, we plan to change the method by which we disburse Federal Student Aid from a single disbursement
method to a multiple disbursement method for first-time APUS undergraduate students. While this change may adversely impact
enrollment, we are making this change in order to potentially lower bad debt expense and to reduce the attractiveness of our
programs to students who are seeking to take improper advantage of federal student aid programs. We have no assurance that
this change will be successful at reducing bad debt.
Regulation of Title IV Financial Aid Programs
To be eligible and certified to participate in Title IV programs, an institution must be accredited by an accrediting body recog-
nized by the Secretary of Education, must be authorized to operate by the appropriate regulatory authority in each state where
the institution maintains a physical presence, and must comply with specific standards and procedures set forth in the HEA and
the regulations issued thereunder by ED.
ED periodically revises its regulations and changes its interpretations of existing laws and regulations. Accrediting agencies
and state education agencies also have responsibilities for overseeing compliance of institutions with Title IV program require-
ments. As a result, our institutions are subject to extensive oversight and review. For all these reasons, we cannot predict with
certainty how Title IV program requirements will be applied in all circumstances. See “Recent Legislative and Regulatory
Activity” below for more information. Key provisions relating to institutional participation in Title IV and the processing of
Title IV aid that could adversely affect us include the following:
Eligibility and Certification Procedures. An institution must apply periodically to ED for continued certification to participate
in Title IV programs. Recertification generally is required every six years, but may be required earlier, including when an institution
undergoes a change of control. An institution may come under review when it expands its activities in certain ways, such as
opening an additional location, adding a new program, or, in certain cases, when it modifies academic credentials that it offers.
ED may place an institution on provisional certification status if ED finds that the institution does not fully satisfy all Title IV
requirements and in certain other circumstances, such as when an institution is initially certified or undergoes a change in
ownership resulting in a change in control. During a period of provisional certification, the institution must comply with any
additional conditions included in its PPA. In addition, ED may more closely review an institution that is provisionally certified
if it applies for approval to open a new location, add an educational program, acquire another school, or make any other
significant change. If ED determines that a provisionally certified institution is unable to meet its responsibilities under its PPA,
it may seek to revoke the institution’s certification to participate in Title IV programs with fewer due process protections for
the institution than if it were fully certified. Students attending provisionally certified institutions remain eligible to receive
Title IV program funds.
APUS is fully certified to participate in Title IV programs through September 30, 2020. HCON was deemed to have undergone
a change of ownership and control in November 2013, requiring review by ED in order to reestablish eligibility and continue
participation in Title IV programs. As described more fully below in “Regulatory Actions and Restrictions on Operations—Change
42
AMERICAN PUBLIC EDUCATION, INC. in Ownership Resulting in a Change of Control,” ED has granted HCON temporary provisional certification on a month-to-month
basis until ED renders a decision on HCON’s application for approval of a change of ownership. HCON must comply with specific
conditions while it is provisionally certified, as described more fully in “Restrictions on Adding Locations and Educational
Programs,” below.
State Authorization. To participate in Title IV programs, a school must receive and maintain authorization by the appropriate
state education agencies. As described more fully above in “State Licensure/Authorization,” ED has specified the types of state
approvals that are acceptable to demonstrate that an institution is authorized to offer educational programs beyond the
secondary level by the state where it is located.
Administrative Capability. Current ED regulations specify extensive criteria by which an institution must establish that it has
the requisite “administrative capability” to participate in Title IV programs. To meet the administrative capability standards, an
institution must, among other things:
• comply with all applicable Title IV program regulations;
• have capable and sufficient personnel to administer Title IV programs;
• have acceptable methods of defining and measuring the satisfactory academic progress of its students;
• not have cohort default rates above specified levels;
• have various procedures in place for safeguarding federal funds;
• not be, and not have any principal or affiliate who is, debarred or suspended from federal contracting or engaging in activity
that is cause for debarment or suspension;
• provide financial aid counseling to its students;
• refer to ED’s Office of Inspector General any credible information indicating that any applicant, student, employee or agent of
the institution has been engaged in any fraud or other illegal conduct involving Title IV programs;
• submit in a timely manner all reports and financial statements required by the regulations;
• report annually to the Secretary of Education on any reasonable reimbursements paid or provided by a private education
lender or group of lenders to any employee who is employed in the institution’s financial aid office, or who otherwise has
responsibilities with respect to education loans;
• develop and apply an adequate system to identify and resolve discrepant information with respect to a student’s application
for Title IV aid; and
• not otherwise appear to lack administrative capability.
If an institution fails to satisfy any of these criteria, ED may require the repayment of federal student financial aid funds, transfer
the institution from the “advance” system of payment of Title IV program funds to cash monitoring status or to the “reimburse-
ment” system of payment, place the institution on provisional certification status, or commence a proceeding to impose a fine or
to limit, suspend, or terminate the participation of the institution in Title IV programs.
Financial Responsibility. The HEA and ED regulations establish extensive standards of financial responsibility that institu-
tions must satisfy in order to participate in Title IV programs. These standards generally require that an institution provide the
services described in its official publications and statements, properly administer Title IV programs in which it participates, and
meet all of its financial obligations, including required refunds and any repayments to ED for debts and liabilities incurred in
programs administered by ED.
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FORM 10-K ED evaluates institutions on an annual basis for compliance with specified financial responsibility standards. The financial
responsibility standards include a complex formula that uses line items from the institution’s audited financial statements. The
formula focuses on three financial ratios: (1) equity ratio (which measures the institution’s capital resources, financial viability, and
ability to borrow); (2) primary reserve ratio (which measures the institution’s viability and liquidity); and (3) net income ratio (which
measures the institution’s profitability or ability to operate within its means). Generally, an institution’s financial ratios must yield
a composite score of at least 1.5 for the institution to be deemed financially responsible without the need for further federal
oversight. Under certain circumstances, an institution may be able to establish financial responsibility on an alternative basis.
ED may also apply the financial responsibility standards to an eligible institution’s parent ownership entities. At the request of
ED, for purposes of evaluating the financial responsibility of our institutions, including the composite score calculation, we
supply consolidated financial statements to ED.
Failure of one of our institutions to meet the “financial responsibility” requirements, because it does not meet the minimum
composite score to establish financial responsibility or is unable to establish financial responsibility on an alternative basis or
because it fails to meet other financial responsibility requirements, could cause the institution to lose access to Title IV program
funding, or result in other penalties.
The “90/10 Rule.” A requirement of the HEA, commonly referred to as the “90/10 Rule,” applies only to “proprietary institu-
tions of higher education,” which includes for-profit schools like our institutions. Under this rule, a proprietary institution is
prohibited from deriving from Title IV programs, on a cash accounting basis (except for certain institutional loans) for any fiscal
year, more than 90% of its revenues (as computed for 90/10 Rule purposes). If an institution violates the 90/10 Rule for any
fiscal year, the institution is placed on provisional status for two fiscal years. An institution that violates the rule for two
consecutive fiscal years becomes ineligible to participate in Title IV programs for at least two fiscal years and is required to
demonstrate compliance with Title IV eligibility and certification requirements for at least two fiscal years prior to resuming Title
IV program participation. ED discloses on its website any proprietary institution of higher education that fails to meet the 90/10
requirement, and reports annually to Congress the relevant ratios for each proprietary institution of higher education.
Using the applicable 90/10 formula, the following table contains the percentage of cash-basis revenues earned from Title IV
program funds.
APUS
HCON
2011
42%
72%
2012
43%
75%
2013
46%
81%
The percentage of cash-based revenues derived by our institutions from Title IV program funds has increased as the population
of students using Title IV program funds has increased. The population of our institutions’ students using these funds is growing
at a faster rate than students who use other sources of revenues, and we continue to monitor compliance with the 90/10 Rule.
The 90/10 Rule has been a subject of interest over the past several Congresses which has resulted in several members of
Congress introducing proposals and legislation that would modify the 90/10 Rule. One previous Congressional proposal would
decrease the limit on Title IV funds from 90% to 85% and would have counted DoD tuition assistance (TA) and GI Bill education
benefits (VA) toward that limit. Further, the President’s 2016 Budget proposes the inclusion of DoD tuition assistance and GI
education benefits in the 90% portion of the 90/10 calculation. Such proposals, or other similar legislation, should they become
law, could have a material adverse impact on the operations of APUS and potentially HCON.
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AMERICAN PUBLIC EDUCATION, INC. Incentive Payment Rule. As part of an institution’s Title IV program participation agreement with ED and in accordance with
the HEA, an institution may not provide any commission, bonus or other incentive payment to any person or entity engaged in any
student recruitment, admissions, or financial aid awarding activity based directly or indirectly on success in securing enrollments
or federal student financial aid. Failure to comply with the incentive payment rule could result in termination of participation in
Title IV programs, limitation on participation in Title IV programs, or financial penalties. Under regulations effective July 1, 2011,
ED eliminated 12 “safe harbors” under the incentive payment rule and codified a stricter reading of the rule.
We believe that our current employee compensation and third-party contractual arrangements comply with the incentive payment
rule currently in effect. However, certain ambiguities in the final rule, ED’s accompanying statements in the rule release, and
guidance issued by ED in March 2011, create uncertainty as to how the revised rule will be interpreted and enforced by ED. In light
of these uncertainties, or otherwise, we can make no assurances that ED would not find deficiencies in our past, current, or future
employee compensation plans and relevant third-party contractual arrangements.
In addition, in recent years, other postsecondary educational institutions have been named as defendants to whistleblower
lawsuits, known as “qui tam” cases, brought pursuant to the Federal False Claims Act, alleging that an institution’s compensa-
tion practices did not comply with the incentive compensation rule. Any such litigation could be costly and could divert manage-
ment’s time and attention away from the business, regardless of whether a claim has merit.
Gainful Employment. Under the HEA, as amended, proprietary schools are generally eligible to participate in Title IV programs
only in respect of educational programs that prepare students for “gainful employment in a recognized occupation.” Historically,
this concept has not been defined in detailed regulations. Final regulations adopted by ED, which generally became effective
on July 1, 2011, and which we refer to as the Program Integrity Regulations, address certain institutional and program
eligibility issues, including gainful employment. Under the Program Integrity Regulations, all institutions must use a template
designed by ED to disclose to prospective students, with respect to each gainful employment program, occupations that the
program prepares students to enter, total cost of the program, on-time graduation rate, job placement rate, if applicable, and
the median loan debt of program completers for the most recently completed award year. The Program Integrity Regulations
included additional rules pertinent to gainful employment programs. A federal court struck down these additional rules and
left the disclosure requirements in place.
In September 2013, ED convened a negotiated rulemaking committee, which we refer to as the Gainful Employment Rulemaking
Committee, to prepare proposed regulations to replace those struck down by the federal court. The Gainful Employment
Rulemaking Committee met in the fall of 2013, but did not achieve consensus on regulatory language. On March 25, 2014, ED
published a Notice of Proposed Rulemaking related to gainful employment programs. On October 31, 2014, ED published the final
gainful employment regulations, which we refer to as the Final GE Regulations. The Final GE Regulations are effective July 1, 2015.
The Final GE Regulations establish debt-related measures for determining whether certain postsecondary education programs
prepare students for gainful employment in a recognized occupation. The Final GE Regulations set forth two debt-to-earnings
measures: an annual earnings rate, and a discretionary income rate. A program will pass the measures if the program’s gradu-
ates have annual loan payments:
•
less than or equal to 8% of their total earnings; or
•
less than or equal to 20% of their discretionary income.
A program that does not pass either of the debt-to-earnings measures and that has an annual earnings rate that is greater than
8% and less than or equal to 12%, or a discretionary income rate that is greater than 20% and less than or equal to 30%, will be
in a warning “zone.” A program fails the measures if its annual earnings rate is greater than 12% (or the denominator of the rate
45
FORM 10-K (annual earnings) is zero) and its discretionary income rate is greater than 30% (or the income for the denominator of the rate
(discretionary earnings) is negative or zero).
Pursuant to the Final GE Regulations, and subject to the potential for adjustments based on a transition period, a program will
become ineligible for Title IV funding if it fails both debt-to-earnings measures twice in three consecutive years, or if the
program is in the warning “zone” for four consecutive years. An institution will be required to provide warnings to students,
including prospective students, when notified by ED that a program could become ineligible based on its final debt-to-earnings
measures for the next award year.
In addition to the debt-to-earnings measures, the Final GE Regulations include new requirements related to gainful employment
programs. For example, the Final GE Regulations require an institution’s most senior executive officer to certify, as part of the
program participation agreement, that each of its eligible gainful employment programs offered by the institution satisfies
certain requirements related to institutional and programmatic accreditation and professional licensure or certification exam
requirements. Also, the Final GE Regulations expand upon the existing gainful employment program disclosure requirements. A
failure to comply with the Final GE Regulations could result in our institutions losing eligibility to participate in Title IV programs,
which could, in turn, adversely affect our institutions’ enrollments and revenues and have a material effect on our business.
Student Loan Defaults. Under the HEA, an educational institution may lose its eligibility to participate in some or all of the Title
IV programs if defaults on the repayment of FFEL Program or Direct Loan Program loans by its students exceed certain levels.
Pursuant to the Higher Education Opportunity Act enacted in 2008, or the HEOA, which amended the HEA, an institution’s cohort
default rate is calculated as the percentage of borrowers in the cohort who default before the end of the second fiscal year
following the fiscal year in which the borrowers entered repayment. ED calculates a single cohort default rate for each federal
fiscal year that includes in the cohort all current or former student borrowers at the institution who entered repayment on any
FFEL Program or Direct Loan Program loan during that year. Beginning with the three-year cohort default rate for the 2011 cohort
published by ED in September 2014, three-year cohort default rates are applied for purposes of measuring compliance with the
requirements. Pursuant to these requirements, if the three-year cohort default rate for any year after 2011 exceeds 40%, an
institution loses eligibility to participate in Title IV programs, and if the institution’s three-year cohort default rate exceeds 30%
for three consecutive years, beginning with the 2009 cohort, the institution loses eligibility to participate in Title IV programs. If
an institution’s cohort default rate is equal to or greater than 30% in any year it must establish a default prevention task force.
In September 2014, ED released APUS’s and HCON’s official three-year cohort default rates for federal fiscal year 2011. The final
official ED cohort default rate for the federal fiscal years 2009, 2010, and 2011 are as follows:
APUS
HCON
2009
7.2%
6.4%
2010
11.9%
12.7%
2011
13.0%
12.1%
A default rate in excess of allowable levels could result in our institutions losing eligibility to participate in Title IV programs or
incurring additional costs related to default prevention, which could have a material adverse effect on our business.
College Affordability and Transparency Lists. As required by the HEOA, ED publishes on its website lists of the top 5%
of institutions, in each of nine categories, with (1) the highest tuition and fees for the most recent academic year, (2) the highest
“net price” for the most recent academic year, (3) the largest percentage increase in tuition and fees for the most recent three
academic years, and (4) the largest percentage increase in net price for the most recent three academic years. An institution that
is placed on a list for high percentage increases in either tuition and fees or in net price must submit a report to ED explaining the
46
AMERICAN PUBLIC EDUCATION, INC. increases and the steps that it intends to take to reduce costs. ED reports annually to Congress on these institutions and pub-
lishes its reports on its website. ED also posts lists of the top 10% of institutions in each of the nine categories with lowest
tuition and fees or the lowest net price for the most recent academic year. Under the HEOA, net price means average yearly price
actually charged to first-time, full-time undergraduate students who receive student aid at a higher education institution after
such aid is deducted. Currently, APUS is listed as the institution with the ninth lowest tuition among private for-profit, four-year or
more institutions. APUS is also listed as the institution with the ninth lowest net price among private for-profit, four-year or more
institutions. We cannot predict with certainty the effect such lists will have on our operations.
Third-Party Servicers. ED regulations permit an institution to enter into a written contract with a third-party servicer for the
administration of any aspect of the institution’s participation in Title IV programs. The third-party servicer must, among other
obligations, comply with Title IV requirements and be jointly and severally liable with the institution to the Secretary of
Education for any violation by the servicer of any Title IV provision. An institution must report to ED new contracts with or any
significant modifications to contracts with third-party servicers as well as other matters related to third-party servicers. If any
third-party servicer that we engage does not comply with applicable statute and regulations including the HEA, we may be
liable for its actions, and we could lose our eligibility to participate in Title IV programs.
Title IV Return of Funds. Under ED’s return of funds regulations, when a student withdraws, an institution must return
unearned funds to ED in a timely manner. An institution must first determine the amount of Title IV program funds that a student
“earned” before withdrawal. If the student withdraws during the first 60% of any period of enrollment or payment period, the
amount of Title IV program funds that the student earned is equal to a pro rata portion of the funds for which the student would
otherwise be eligible. If the student withdraws after the 60% threshold, then the student has earned 100% of the Title IV
program funds. The institution must return to the appropriate Title IV programs, in a specified order, the lesser of (i) the
unearned Title IV program funds or (ii) the institutional charges incurred by the student for the period multiplied by the percent-
age of unearned Title IV program funds. An institution must return the funds no later than 45 days after the date of the institu-
tion’s determination that a student withdrew.
If funds are not timely returned, an institution may be subject to adverse action, including being required to submit a letter of
credit equal to 25% of the refunds the institution should have made in its most recently completed fiscal year. Under ED
regulations, late returns of Title IV program funds for 5% or more of students sampled in the institution’s annual compliance
audit constitute material noncompliance for which an institution generally must submit an irrevocable letter of credit. HCON’s
Title IV compliance audit for the year ended December 31, 2012 identified a deficiency related to timely return of Title IV program
funds. In a Preliminary Audit Determination Letter dated July 10, 2013, ED requested additional information from HCON about
the situation and required HCON to conduct a file review to identify those files that reflected an inaccurate refund. HCON was
required to post an irrevocable letter of credit in the amount of $128,290; such letter of credit expires in July 2016. ED has
indicated that the matter will be addressed as part of its review of HCON’s application for a change of ownership, which is
described more fully below in “Regulatory Actions and Restrictions on Operations—Change in Ownership Resulting in a Change
of Control.”
Misrepresentation. Under the HEA and its implementing regulations, ED may fine, suspend or terminate the participation
in Title IV programs by an institution that engages in substantial misrepresentation regarding the nature of its educational
program, its financial charges, or the employability of its graduates. In the future, ED could promulgate regulations that expand
its role in monitoring and enforcing prohibitions on misrepresentation.
Credit Hours. The HEA and current regulations use the term “credit hour” to define an eligible program and an academic year
and to determine enrollment status and the amount of Title IV program funds an institution may disburse during a payment
period. The Program Integrity Regulations define the previously undefined term “credit hour” in terms of a certain amount of
47
FORM 10-K time in class and outside class, or an equivalent amount of work. The Program Integrity Regulations also require accrediting
agencies to review the reliability and accuracy of an institution’s credit hour assignments. If an accreditor identifies systematic
or significant noncompliance in one or more of an institution’s programs, the accreditor must notify the Secretary of Education.
If ED determines that an institution is out of compliance with the credit hour definition, ED could require the institution to repay
any incorrectly awarded amounts of Title IV program funds. In addition, if ED determines that an institution has significantly
overstated the amount of credit hours assigned to a program, it may fine the institution, or limit, suspend, or terminate its
participation in Title IV programs.
VAWA and Clery. On April 1, 2014, a negotiated rulemaking committee, convened by ED, reached consensus on proposed
regulations to address implementation of the changes made by the Violence Against Women Reauthorization Act of 2013, or
VAWA, to section 485(f) of the HEA, otherwise known as the Jeanne Clery Disclosure of Campus Security Policy and Campus
Crime Statistics Act, or the Clery Act. On October 20, 2014, ED promulgated final regulations to implement changes made by
VAWA, the Final VAWA Regulations. The Clery Act requires an institution to report to ED and disclose in its annual security
report, for the three most recent calendar years, statistics concerning the number of certain crimes that occurred on or within
the institution’s so-called “Clery geography.” Under the Final VAWA Regulations, an institution must report and disclose
statistics about, for example, crimes of “dating violence,” “domestic violence,” and “stalking,” as defined by the Final VAWA
Regulations. Also, under the Final VAWA Regulations, an institution’s annual security report must include certain statements
about what an institution will do to assist persons who allege that they have been a victim of dating violence, domestic
violence, sexual assault, or stalking; in addition, an institution must publish in its annual security report procedures for institu-
tional disciplinary action in such cases. The Final VAWA Regulations require institutions to provide “primary prevention pro-
grams” for incoming students and new employees and “ongoing prevention and awareness campaigns” for students and
employees, and to describe these programs and campaigns in their annual security report. A failure to comply with the Final
VAWA Regulations could result in our institutions being fined or having our eligibility to participate in Title IV programs limited,
suspended, or terminated, which could, in turn, adversely affect our institutions’ enrollments and revenues and have a material
effect on our business.
Department of Defense
Service members of the United States Armed Forces are eligible to receive tuition assistance from their branch of service
through the Uniform Tuition Assistance Program of the DoD, or DOD tuition assistance programs. Service members may use this
tuition assistance to pursue postsecondary degrees at institutions that are accredited by accrediting agencies recognized by the
Secretary of Education. For students in APUS undergraduate programs, we have established tuition rates per semester credit
hour that can be 100% covered by DoD tuition assistance funds provided that the student does not exceed the annual limits per
student, other than for service members serving in the Coast Guard, which in fiscal 2014 instituted a policy of paying only 75%
of tuition costs, up to $187.50 per credit hour. At this time, HCON does not participate in DoD tuition assistance programs.
Under a DoD final rule effective January 7, 2013, each institution participating in DoD tuition assistance programs is required
to sign a Memorandum of Understanding, or MOU, outlining certain commitments and agreements between the institution
and DoD prior to being permitted to participate in the DoD tuition assistance programs. On May 15, 2014, DoD promulgated
new regulations and a revised MOU, the 2014 MOU. On July 7, 2014, DoD released revisions to the 2014 MOU. Institutions
were required to sign the 2014 MOU on or before September 5, 2014 in order to continue to participate in DoD tuition assistance
programs. APUS signed the 2014 MOU in August 2014.
The 2014 MOU contains requirements and limitations that were not contained in previous MOUs to which APUS was a party.
Pursuant to the 2014 MOU, among other requirements, institutions must: explain certain ED and Consumer Financial Protection
Bureau (CFPB) tools to service members, such as ED’s “College Navigator” website or the CFPB’s “Paying for College” website;
comply with requirements related to readmission policies for servicemembers; abide by new limitations on the use of funds
48
AMERICAN PUBLIC EDUCATION, INC. derived from tuition assistance; provide additional academic and student support services; disclose information about transfer
of credit; in certain circumstances, return tuition assistance funds to DoD (such as when a student ceases to attend or an
institution cancels a course); offer to service members loan counseling before private student loans are offered or recom-
mended; and comply with ED’s Title IV “program integrity” rules, including rules related to incentive payments and misrepresen-
tation. The 2014 MOU also provides that an institution may only participate in DoD tuition assistance programs if it is accredited
by an accrediting agency recognized by the U.S. Department of Education, approved for VA funding, and a participant in Title IV
programs. Additional information regarding the potential risks associated with the 2014 MOU are addressed in the “Risk
Factors” section of this Annual Report.
On March 14, 2013, DoD issued an instruction restricting the ability of service members in certain duty locations outside the
continental United States, or overseas locations, to receive DoD tuition assistance for courses offered by institutions of higher
education that are not parties to contracts with the DoD to provide DoD voluntary education programs at those locations.
Because we do not have contracts with the DoD to provide instruction at overseas locations, service members who begin a
postsecondary education program after arrival in an applicable overseas duty location may not use DoD tuition assistance
programs to pay for their education in our programs until after they have already successfully completed a course with an
institution that has entered into a contract to provide voluntary education programs at that overseas location. Service members
who were already enrolled in one of our programs before arriving at an overseas duty location may continue to receive DoD
tuition assistance for the in-progress program, but they will be encouraged to enroll in courses provided by institutions that
have entered into contracts with the DoD to provide programs at the applicable overseas duty location.
On January 30, 2014, the DoD, VA, ED, and Federal Trade Commission, in collaboration with the Consumer Financial Protection
Bureau and Department of Justice, announced a new online student complaint system for service members, veterans, and their
families to report negative experiences at education institutions and training programs administering the Post-9/11 GI Bill, DoD
tuition assistance programs, and other military-related education benefit programs. The complaint system is designed to help
the government identify and address unfair, deceptive, and misleading practices. The complaint system is based on President
Obama’s April 27, 2012 Executive Order 13607, EO 13607, which requires federal agencies to create a centralized complaint
system for students receiving federal military and veterans educational benefits to register complaints that can be tracked and
responded to by relevant agencies. An institution having recurring substantive complaints, or demonstrating an unwillingness to
resolve complaints, may face a range of penalties, including revocation of its MOU and removal from participation in the DoD
tuition assistance programs.
Department of Veterans Affairs
The VA administers education benefits provided by federal law, including the Montgomery GI Bill, or GI Bill, and the Post-9/11
Veterans Educational Assistance Act of 2008, or Post-9/11 GI Bill. Pursuant to federal law related to those programs, APUS is
approved to provide education to veterans and members of the selective reserve and their dependents by the state approving
agencies in Virginia and West Virginia. Programs at each of HCON’s campuses are approved for VA benefits by the state
approving agency in Ohio.
The Post-9/11 GI Bill expanded education benefits for veterans who have served on active duty since September 11, 2001,
including reservists and members of the National Guard, as well as benefits available under the GI Bill. The Post-9/11 GI Bill also
expanded the ability of service members to transfer their benefits to family members. The Post-9/11 GI Bill also provides veterans
up to $1,000 per academic year for books, supplies, equipment, and other education costs. The Post-9/11 Veterans Educational
Assistance Improvements Act of 2010, or Improvements Act, revised the calculations of benefits related to tuition and fees under
the Post-9/11 GI Bill. For a veteran attending a non-public U.S. institution, the Improvements Act provides tuition and fees based
on the net cost to the veteran (after accounting for state and federal student financial aid, scholarships, institutional aid, fee
waivers, and similar assistance), up to $20,235.02 per year. Veterans pursuing a program of education on a more than half-time
49
FORM 10-K basis at an on-campus location are eligible for a monthly housing allowance equal to the basic allowance for housing available
to service members who are at a military pay grade E-5 and have dependents. Veterans pursuing a program of education solely
through distance education on a more than half-time basis are eligible to receive $754.50 per month.
To the extent that DoD tuition assistance programs do not cover the full cost of tuition for service members, eligible service
members may also use their benefits under the GI Bill or the Post-9/11 GI Bill through the “Top-Up” program. The “Top-Up”
program allows active-duty service members to use their GI Bill or Post-9/11 GI Bill benefits to pay the difference between the
total cost of a college course and the amount of DoD tuition assistance that is paid by the military for the course, but is limited
to 36 months of payments.
Additional Sources of Student Payments
In addition to the Title IV, DoD, and VA programs described above, eligible students may participate in several other financial aid
programs or receive support from other governmental and private sources. Some of our students finance their own education or
receive full or partial tuition reimbursement from their employers. Our institutions may offer interest free payment plans of less
than 12 months to students to assist them with the financing of educational expenses. Our institutions enter into agreements
with various employers who provide employee tuition reimbursement plans. Through these agreements our institutions agree to
a variety of terms, including terms related to the provision of tuition grants to eligible employees. In certain circumstances, our
students may access alternative loan programs from private lenders. Alternative loans from private lenders are intended to
cover the difference between what the student receives from all financial aid sources and certain costs of the student’s
education. Students can apply to a number of different private lenders for this funding. As part of an institution’s Title IV PPA,
the institution must adopt a code of conduct pertaining to student loans, including alternative loans.
Consumer Protection
Consumer Financial Protection Bureau
The Consumer Financial Protection Bureau, or CFPB, has pursued enforcement actions against certain for-profit institutions of
higher education and has released several reports that directly address issues related to institutions of higher education. On
August 29, 2012, the CFPB submitted a report to several congressional committees entitled “Private Student Loans.” The report
contained specific suggestions for Congressional action to restructure the student lending experience, including possibly
requiring institutions to certify that a student is not eligible for any further federal student financial aid funds before a private
loan may be issued to such student. On October 18, 2012 the CFPB released a report entitled “The Next Front? Student Loan
Servicing and the Cost to Our Men and Women in Uniform.” The report details the challenges that some service members have
encountered when utilizing private and federal student loans. On October 16, 2014, the CFPB Student Loan Ombudsman released
its third annual report analyzing more than 5,300 complaints the CFPB received from private student loan borrowers between
October 1, 2013 and September 30, 2014. We do not know what enforcement actions the CFPB may pursue, or what steps
Congress or federal agencies may take, in response to these reports and whether such actions (if any) will have an adverse
effect on our business or results of operations.
On January 31, 2013, the CFPB encouraged institutions of higher education, students, and others to provide information to the
CFPB about the financial products and services currently offered to students, and comments on how current and future arrange-
ments between higher education institutions and financial institutions could be structured in order to promote positive financial
decision-making among consumers. In response to those comments, the CFPB issued its findings on campus banking products
during a forum held in September 2013. In December 2013 and again in February 2014, the CFPB issued a request asking
financial institutions to voluntarily make available on their websites agreements with colleges and universities to market deposit
accounts, prepaid cards, debit cards, and other financial products to students. In February 2014, the Government Accountability
50
AMERICAN PUBLIC EDUCATION, INC. Office, or GAO, issued a report on college debit cards in which the GAO recommended that Congress consider requiring financial
institutions that provide debit and prepaid card services to colleges and universities to publicly disclose their agreements. The
GAO report included a letter from ED, concurring with GAO’s recommendations and indicating that the issue would be consid-
ered by the Program Integrity and Improvement negotiated rulemaking committee scheduled to meet in spring 2014. The
negotiated rulemaking committee failed to reach consensus, and as result ED may propose language not considered by the
negotiators. July 1, 2016 is the earliest that any proposed final rule could go into effect.
On February 21, 2013, the CFPB issued a Notice and Request for Information soliciting input on affordable repayment options for
borrowers with existing student loans. Based on the comments received, in May 2013, the CFPB issued a report analyzing the
impact of student loan burdens and proposing a number of policy and market-based solutions. On December 3, 2013, the CFPB
issued a final rule that allows the CFPB to supervise certain “larger” nonbank federal and private student loan servicers for the
first time, effective March 1, 2014.
In July 2013, the CFPB issued a bulletin stating that any entity subject to the CFPB’s jurisdiction, whether a third-party collector
or a creditor collecting its own debts, can be held accountable for any unfair, deceptive, or abusive practices in collecting a
consumer’s debts. In November 2013, the CFPB issued an Advanced Notice of Proposed Rulemaking announcing that it is
considering whether rules governing the collection of debts are warranted under the Fair Debt Collection Practices Act, or
FDCPA, or other CFPB authorities, and, if so, what types of rules would be appropriate. As part of its proposed rulemaking, the
CFPB sought comments about applying a regulatory regime similar to the FDCPA, which applies only to third-party debt collec-
tors, to first-party debt collectors. Should the CFPB issue rules regulating first-party debt collectors such rules might apply to our
institutions, which may adversely impact our collections efforts.
On December 23, 2014, the CFPB issued a Notice of Proposed Rulemaking proposing to establish disclosure requirements for
prepaid accounts, such as reloadable cards that institutions may use to refund students’ credit balances. The proposed rule
would require financial institutions to provide certain disclosures to consumers prior to and after the acquisition of a prepaid
account, including disclosure of terms and fees, and posting sample account agreements online.
Other Issues Related to Consumer Protection and Complaints
Concurrent with release of the Final GE Regulations, ED announced that it will lead an effort to formalize an interagency task
force to help ensure oversight of for-profit higher education institutions. In particular, ED and other federal and state agencies
will coordinate their activities and promote information sharing to protect students from unfair, deceptive, and abusive policies
and practices. ED explained that the task force will build on existing efforts among various federal agencies, and will include
the Departments of Justice, Treasury and VA, the CFPB, the Federal Trade Commission, and the Securities and Exchange
Commission. State attorneys general will be invited to participate as well. According to ED, the task force will formalize and
strengthen a working group that has been working together over the past year and that has coordinated efforts in several
reviews and investigatory work. The task force will meet at least once each quarter.
Many states have become more active in regulating proprietary education from a consumer protection perspective, specifically
in regards to enforcement of consumer protection laws and implementation of new regulations by state attorneys general. For
example, a group of state attorneys general, led by Attorney General Jack Conway of Kentucky, are examining the for-profit
education industry. Attorney General Conway’s website reports that approximately 30 state attorneys general are participating.
While we have a strong track record of regulatory compliance, such activities, even if not directed at one of our institutions, may
make our operating environment more challenging.
51
FORM 10-K Our institutions are recipients of complaints filed with state regulatory authorities, the Better Business Bureau, and posted in
online forums. Our institutions attempt to resolve such complaints in a cooperative manner. However, even if such complaints
are resolved or are otherwise unfounded they may still harm the reputation of our institutions.
Compliance with Regulatory Standards and the Effect of Regulatory Violations
Compliance Reviews
Our institutions are subject to announced and unannounced compliance reviews and audits by various external agencies,
including ED, its Office of Inspector General, state licensing agencies, agencies that guarantee FFEL Program loans, DoD, VA, and
accrediting agencies. The HEA and ED regulations also require institutions to submit annually a compliance audit conducted by
an independent certified public accountant in accordance with Government Auditing Standards and applicable ED Office of
Inspector General audit standards. In addition, to enable the Secretary of Education to make a determination of financial
responsibility, institutions must annually submit audited financial statements prepared in accordance with ED regulations.
The DoD MOU requires institutions to participate in the DoD Third Party Assessment to ensure that the institution is in compli-
ance with the MOU and that service members are provided quality voluntary education opportunities that meet their needs. A
Third Party Assessment of AMU was conducted in June 2012 with a revised report submitted in October 2012. The report stated
that, based on the assessment team’s findings, AMU and APUS were in compliance with the DoD MOU that APUS executed.
Potential Effect of Regulatory Violations
If we fail to comply with the regulatory standards governing Title IV programs, ED could impose one or more sanctions, including
transferring us to the reimbursement or cash monitoring system of payment, seeking to require repayment of certain Title IV
program funds, requiring us to post a letter of credit in favor of ED as a condition for continued Title IV certification, taking
emergency action against us, referring the matter for criminal prosecution, or initiating proceedings to impose a fine or to limit,
condition, suspend, or terminate our participation in Title IV programs. If such sanctions or proceedings were imposed against us
and resulted in a substantial curtailment, or termination, of our participation in Title IV programs, our enrollments, revenues, and
results of operations would be materially and adversely affected.
If one of our institutions were to lose its eligibility to participate in Title IV programs, or if the amount of available Title IV
program funds were reduced, we could seek to arrange or provide alternative sources of revenue or financial aid for students.
Although we believe that one or more private organizations would be willing to provide financial assistance to students
attending our institutions, there is no assurance that this would be the case, and the interest rate and other terms of such
financial aid might not be as favorable as those for Title IV program funds. We may be required to guarantee all or part of such
alternative assistance or might incur other additional costs in connection with securing alternative sources of financial aid.
Accordingly, the loss of our eligibility to participate in Title IV programs, or a reduction in the amount of available federal student
financial aid, would be expected to have a material adverse effect on our growth plans and results of operations even if we
could arrange or provide alternative sources of revenue or student financial aid.
In addition to the actions that may be brought against us as a result of our participation in Title IV, we also may be subject,
from time to time, to complaints and lawsuits relating to regulatory compliance brought not only by our regulatory agencies,
but also by other government agencies and third parties, such as present or former students or employees and other members
of the public.
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AMERICAN PUBLIC EDUCATION, INC. Regulatory Actions and Restrictions on Operations
Many actions that we may wish to take in connection with our operations are also subject to regulation from a variety of
agencies. ED’s regulations, state regulatory requirements and accrediting agency standards may, in certain instances, limit our
ability to acquire or sell institutions, and to establish additional locations and programs. Many states require approval before
institutions can add new programs, campuses, or teaching locations. HLC, WVHEPC, SCHEV, ACICS, the Ohio State Board of
Career Colleges and Schools, and the Ohio Board of Regents generally require institutions to notify them, and sometimes require
institutions to obtain their approval, in advance of opening a new location or implementing new programs.
Change in Ownership Resulting in a Change of Control
ED’s regulations, state regulatory requirements and accreditation standards may limit our ability to acquire, merge, or sell
institutions, and may impose restrictions on activities following a transaction. These restrictions may impede our ability to grow
by acquisition, or to dispose of assets, which may have a material adverse effect on our financial condition.
A change in control could occur as a result of future transactions in which we are involved, such as corporate reorganizations or
changes in the Board of Directors. Moreover, as a publicly traded company, the potential adverse effects of a change in control
could influence future decisions by us and our stockholders regarding the sale, purchase, transfer, issuance, or redemption of our
stock. In addition, the regulatory burdens and risks associated with a change of control could discourage bids for your shares of
common stock and could have an adverse effect on the market price of your shares.
U.S. Department of Education
The HEA provides that an institution which undergoes a change in ownership resulting in a change in control loses its eligibility
to participate in Title IV programs and must apply to ED in order to reestablish such eligibility. ED’s regulations provide that a
change in control of a publicly traded company occurs in one of two ways: (i) if there is an event that would obligate the
corporation to file a Current Report on Form 8-K with the Securities and Exchange Commission disclosing a change in control, or
(ii) if the corporation has a stockholder that owns at least 25% of the total outstanding voting stock of the corporation and is the
largest stockholder of the corporation, and that stockholder ceases to own at least 25% of such stock, or ceases to be the
largest stockholder. As a result, a significant purchase or disposition of our voting stock could be determined by ED to be a
change in ownership and control pursuant to ED’s regulations.
Upon a change in ownership and control, an institution is ineligible to receive Title IV program funds during the period prior to
recertification. The HEA provides that ED may temporarily provisionally certify an institution seeking approval of a change in
ownership and control based on preliminary review of a materially complete application received within 10 business days after
the transaction. ED may continue such temporary provisional certification on a month-to-month basis until it has rendered a
final decision on the institution’s application. If ED determines to approve the application after a change in ownership and
control, it issues a provisional certification, which extends for a period expiring not later than the end of the third complete
award year following the date of provisional certification. ED’s regulations describe some transactions that constitute a
change in ownership and control, including the transfer of a controlling interest in the voting stock of an institution or the
institution’s parent corporation.
When a change in ownership and control occurs, ED applies certain financial tests to determine the financial responsibility of
the institution in conjunction with its review and approval of the change. The institution generally is required to submit a
same-day audited balance sheet reflecting the financial condition of the institution immediately following the change in
ownership. The institution’s same-day balance sheet must demonstrate an acid test ratio of at least 1:1, which is calculated by
adding cash and cash equivalents to current accounts receivable and dividing the sum by total current liabilities (and excluding
all unsecured or uncollateralized related party receivables). The same-day balance sheet must demonstrate positive tangible net
53
FORM 10-K worth. In addition, when a change in ownership and control occurs and there is a new owner, the institution must submit to ED
audited financial statements of the institution’s new owner’s two most recently completed fiscal years that are prepared and
audited in accordance with ED requirements. ED may determine whether the financial statements meet financial responsibility
standards with respect to the composite score formula. If the institution does not satisfy these requirements, ED may condition
its approval of the change of ownership on the institution’s agreement to letters of credit, provisional certification, and addi-
tional monitoring requirements. The composite score formula and related ED conditions are described more fully above in
“Student Financing Sources and Related Regulations/Requirements—Department of Education—Regulation of Title IV
Financial Aid Programs—Financial Responsibility.” If the new owner does not have the required audited financial statements,
ED may impose certain restrictions on the institution, including with respect to adding locations and programs.
On November 1, 2013, as a result of our purchase of all of the outstanding stock in National Education Seminars, Inc., HCON
was deemed to have undergone a change of ownership and control requiring review by ED in order to reestablish eligibility and
continue participation in Title IV programs. As required under ED regulations, we timely submitted a change in ownership
application and required documentation. ED has granted HCON temporary provisional certification until ED makes a determina-
tion on the application for approval of the change in ownership and control. Until that determination, HCON operates under a
Temporary Provisional Program Participation Agreement, or TPPPA, which initially expired on December 31, 2013. If an institution
provides requested documentation prior to the expiration of the TPPPA, ED may continue the institution’s provisional certifica-
tion on a month-to-month basis until it has rendered a final decision on the institution’s application. HCON timely submitted the
necessary documentation prior to the expiration of the TPPPA. As part of ED’s post-closing review of our acquisition of HCON,
we were notified in March 2014 that additional information regarding our consolidated financial status at the time of closing of
the acquisition was required prior to ED being able to consider issuance of a final approval. Pursuant to ED’s request, this
information was submitted to ED in April 2014. In addition, as part of ED’s post-closing review of our acquisition of HCON, in
May and December 2014, ED requested additional information regarding the putative class action described in Item 3, “Legal
Proceedings” of this Annual Report; we provided this information to ED shortly after it was requested. The change in ownership
application for HCON has not yet been approved.
If ED determines to approve the application after a change in ownership and control, it will issue a provisional certification extend-
ing for a period expiring not later than the end of the third complete award year following the date of provisional certification.
State Regulatory Agencies
Many states require institutions of higher education to report or obtain approval of certain changes in ownership or other aspects
of institutional status, but the types of and triggers for such reporting or approval vary among state regulatory agencies. Many
states include the sale of a controlling interest of common stock in the definition of a change in control requiring approval. A
change in control under the definitions of a state agency that regulates us may require us to obtain approval of the change in
ownership and control in order to maintain our state approval. Under certain circumstances, WVHEPC and the SCHEV may require
us to seek approval of changes in ownership and control in order to maintain APUS’s state authorization or licensure.
We were required to seek, and we obtained, approval from the Ohio State Board of Career Colleges and Schools and the Ohio
Board of Regents for the change in ownership and control of HCON. In the future, if we attempt to acquire other institutions, the
states regulating the target institutions may require us to seek approval, which may or may not be granted.
Accreditors
Many accrediting agencies require institutions of higher education to report or obtain approval for certain changes in ownership
or other aspects of institutional status, but the types of and triggers for such reporting or approval vary among states and
accrediting agencies.
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AMERICAN PUBLIC EDUCATION, INC. HLC, the accrediting agency for APUS, requires HLC-accredited institutions to inform HLC in advance of any substantive change.
Examples of substantive changes requiring advance notice to HLC include changes in the legal status, ownership, or form of
control of the institution, such as the sale of a for-profit institution. HLC must approve a substantive change in advance in order
to include the change in the institution’s accreditation status. HLC also requires an on-site evaluation within six months to
confirm the appropriateness of the approval.
Pursuant to policies adopted in 2009 and 2010, HLC oversight extends to defined changes that occur in an institution’s parent or
controlling entity, and not necessarily in the institution itself. Actions by, or relating to, an accredited institution, including a
significant acquisition of another institution, significant changes in board composition or organizational documents, and accumu-
lations by one stockholder of greater than 25% of the capital stock could trigger additional reviews of the institution and
possible change from accredited status to candidate status, which enhances the risks associated with these types of actions.
In particular, a change from accredited status to candidate status could adversely impact an institution’s ability to participate in
Title IV programs.
ACICS, the accrediting agency for HCON, requires ACICS-accredited institutions to inform ACICS in advance of any substantive
change. Examples of substantive changes requiring advance notice to ACICS include changes in the legal status, form of control,
or ownership of the institution. An institution must notify ACICS of a change of ownership at least 15 days before consummat-
ing the proposed change, and ACICS must act to reinstate the institution’s accreditation status after the change of ownership.
ACICS also requires an on-site evaluation within six months to confirm the appropriateness of the approval. HCON timely
notified ACICS of the November 1, 2013 change of ownership, and on December 20, 2013, ACICS granted to HCON a reinstate-
ment of accreditation through December 31, 2016, effective from the date of the change. ACICS conducted on-site quality
assurance visits in the summer of 2014 and found HCON to be in compliance with accreditation criteria.
Should we attempt to enter into transactions with institutions accredited by other accreditors, we would be required to follow
the requirements of such accreditors. Our management may not have experience with the accreditors of the target institution,
which would increase the risks related to such a transaction and management of the institution subsequent to the transaction.
Other Agencies
Pursuant to federal law providing benefits for veterans and reservists, APUS is approved for education of veterans and members
of the selective reserves and their dependents by the state approving agencies in West Virginia and Virginia. Programs at each
of HCON’s campuses are approved for VA benefits by the state approving agency in Ohio. In certain circumstances, state
approving agencies may require an institution to obtain approval for a change in ownership and control. The state approving
agency in Ohio approved the November 1, 2013 change of ownership of HCON. However, there is no guarantee that relevant
state approving agencies would approve future transactions.
Restrictions on Adding Locations and Educational Programs
ED may, as a condition of certification to participate in Title IV programs, require prior approval of new campus locations,
programs or otherwise restrict the number of programs an institution may add. ED’s regulations also require that it approve any
change in ownership resulting in a change of control. As described above in “Change in Ownership Resulting in a Change of
Control,” HCON was deemed to have undergone a change of ownership and control on November 1, 2013 requiring review by ED
in order to reestablish eligibility and continue participation in Title IV programs. ED has granted HCON temporary provisional
certification on a month-to-month basis pending a decision on HCON’s application for approval of the change in ownership and
control. While provisionally certified, HCON operates under a Temporary Provisional Program Participation Agreement, or TPPPA,
which requires HCON to apply for and receive approval from the Secretary of Education for any substantial changes, such as
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FORM 10-K establishing additional locations, offering academic programs at higher than the bachelor’s degree level, adding a non-degree or
short-term training program, and adding a degree program.
The HEA requires proprietary institutions of higher education to be in full operation for two years before qualifying to partici-
pate in Title IV programs. However, the applicable regulations in many circumstances permit an institution that is already
qualified to participate in Title IV programs to establish additional campus locations that are exempt from the two-year rule.
The new campus location must satisfy all other applicable requirements for institutional eligibility, including approval of the
additional campus location by the relevant state authorizing agency and the institution’s accrediting agency. ED’s regulations
also require institutions to report and, in certain cases (such as when an institution is provisionally certified), to seek approval
for a new additional campus location at which at least 50% of an eligible program will be offered if the institution wants to
disburse Title IV program funds to students enrolled at that location. Institutions are responsible for knowing whether they
need approval, and institutions that add locations and disburse Title IV program funds without having obtained any necessary
approval may be subject to administrative repayments and other sanctions. Under the TPPPA, HCON must obtain ED approval
for the addition of any new campus location at which at least 50% of an eligible program will be offered and Title IV program
funds will be disbursed.
A fully certified degree-granting institution generally is not obligated to obtain ED’s approval of an additional program leading to
a degree at the same level previously approved by ED. Similarly, a fully certified institution generally is not required to obtain
advance approval for a new program that both prepares students for gainful employment in the same or related recognized
occupation as an educational program that has previously been designated as an eligible program at that institution and meets
certain minimum-length requirements. However, as a condition of certification to participate in Title IV programs, ED could
require prior approval of such programs or otherwise restrict the number of programs an institution may add. In the event that
an institution is required to obtain ED’s approval for the addition of a new program, fails to do so, and erroneously determines
that the new educational program is eligible for Title IV program funds, the institution could be liable for repayment of Title IV
program funds received by the institution or students in connection with that program.
Recent Legislative and Regulatory Activity
Federal Legislative Activity
As a result of budgetary pressures, Congress has enacted several pieces of legislation that impact the funding of Title IV and
other tuition assistance programs. Due to the substantial amount of federal funds disbursed to schools through Title IV pro-
grams, the large number of students and institutions participating in these programs, and considerable political interest in the
cost of education, Congress continues to show considerable interest in regulation and oversight of institutions of higher
education, especially those that are for-profit.
Sequestration and Budgetary Matters
On August 2, 2011, Congress passed the Budget Control Act of 2011 which put into place a series of automatic federal budget
cuts, known as sequestration. The budget cuts, or sequestration, impact certain federal student aid programs. While the Pell
Grant program was specifically exempted from the effects of sequestration in fiscal year 2013 and the Consolidated and Further
Continuing Appropriations Act, 2015 increased the maximum award to $5,830 in the 2015–2016 award year, the Pell Grant
program could be subject to cuts or changes in the future. While sequestration does not otherwise change the amount or terms
or conditions of Direct Loan Program loans, including Stafford Loans and PLUS Loans, it raises the loan fee paid by borrowers for
Direct Loan Program loans disbursed after March 1, 2013. Cuts to ED’s administrative budget could lead to delays in student
eligibility determinations, and delays in origination and processing of federal student loans.
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AMERICAN PUBLIC EDUCATION, INC. After sequestration took effect in March 2013, the Army, Air Force, Coast Guard, and Marine Corps announced the suspension
of their tuition assistance programs. Congress subsequently approved legislation requiring DoD to restore its tuition assis-
tance programs. In October 2013, the DoD tuition assistance programs were again temporarily suspended as a result of the
U.S. government partial shutdown. Each branch of the military restored its tuition assistance program through fiscal year 2014.
As a result of continued uncertainty about the availability of funding, several of the military branches announced changes to
their tuition assistance programs that took effect in federal fiscal year 2014. For example, the Air Force is no longer authorizing
tuition assistance for associate’s degrees if the servicemember already has an associate’s degree from the Community College
of the Air Force, the Army now requires servicemembers to complete one year of service after graduation from Advanced
Individual Training in order to be eligible for tuition assistance, the Army has reduced the total benefit per servicemember per
year from $4,500 to $4,000, and the Coast Guard has reduced the benefit payable to 75% of tuition costs, not to exceed
$187.50 per credit hour. Additional changes to the tuition assistance programs could occur due to congressional action or DoD
policy and funding changes.
Higher Education Act
The HEA must be periodically reauthorized by the U.S. Congress and each Title IV program must be funded through appropria-
tions acts on an annual basis. The most recent comprehensive reauthorization occurred in 2008 when Congress reauthorized
most HEA programs through the 2014 federal fiscal year by passing the Higher Education Opportunity Act. Although the current
HEA authorization expired at the end of the 2014 federal fiscal year, the Consolidated and Further Continuing Appropriations Act,
2015 extended funding for Title IV through September 30, 2016.
Congress continues to discuss reauthorization of the HEA. Amendments to the HEA could occur during reauthorization, which
could require us to modify our business practices and increase administrative costs, thereby negatively impacting our results
of operations.
Other Congressional Activity
Congress routinely holds committee hearings on issues related to our business or takes other actions that would otherwise
impact us. During 2014, the Senate Committee on Health Education Labor & Pensions held hearings entitled “Promoting College
Access and Success For Students With Disabilities”; “Strengthening the Federal Student Loan Program for Borrowers”;
“Examining Access and Supports for Servicemembers and Veterans in Higher Education”; and “The Role of States in Higher
Education.” During 2014, the House Committee on Education and the Workforce held hearings entitled “Improving Department
of Education Policies and Programs Through Independent Oversight”; “Keeping College Within Reach: Meeting the Needs of
Contemporary Students”; “Reviving Our Economy: How Career and Technical Education Can Strengthen the Workforce”;
“Examining the Mismanagement of the Student Loan Rehabilitation Process”; and “Keeping College Within Reach: Sharing Best
Practices for Serving Low-Income and First Generation Students.”
In the spring of 2014 the Senate Subcommittee on Financial & Contracting Oversight sent a survey regarding Title IX compliance
and sexual violence to 440 four-year institutions of higher education, including APUS. The subcommittee released its report
based upon its analysis of the responses on July 9, 2014; it found that many institutions are failing to comply with the law and
best practices when addressing sexual violence among students. We anticipate that Congress and ED will continue to focus on
compliance with Title IX and the prevention of sexual violence.
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FORM 10-K Regulatory Activity
College Rating System
President Obama directed ED to develop and publish a new college ratings system by the 2015–2016 school year. On
December 19, 2014, ED issued a framework for the college ratings system. The first version of the ratings will include predomi-
nantly four-year and two-year institutions; ED does not plan to initially include institutions that do not award degrees or that
only award graduate degrees. As explained in ED’s framework document, the purpose of the new college ratings system
includes, but is not limited to: (1) helping “colleges and universities measure, benchmark, and improve across shared principles
of access, affordability, and outcomes”; (2) providing “better information about college value to students and families to support
them as they search for and select a college”; and (3) generating “reliable, useful data that policymakers and the public can use
to hold America’s colleges and universities accountable for key performance measures.” ED has not chosen the metrics that will
be used in the ratings system, but it is considering using metrics such as completion rates, transfer rates, and labor market
success. ED requested that the public submit comments on its proposed framework by February 17, 2015. We cannot predict the
extent to which the college ratings system will impact our institutions’ enrollments or reputation, nor can we predict possible
regulatory burdens and costs.
PLUS Loans
On October 23, 2014, ED promulgated final regulations addressing one of the other topics covered by the Program Integrity and
Improvement negotiated rulemaking committee, namely amendments to the Federal Direct PLUS Loan Program. Although the
Federal Direct PLUS Loan Program amendments are not effective until July 1, 2015, ED announced that it will exercise its
authority to implement the regulations as soon as possible.
Pending Federal Rulemakings
On December 3, 2014, ED issued a Notice of Proposed Rulemaking that proposes to implement requirements for the teacher
preparation program accountability system under HEA, and amend the regulations governing the Teacher Education Assistance
for College and Higher Education (TEACH) Grant Program under HEA such that TEACH Grant program funding would be condi-
tioned on teacher preparation program quality. We cannot predict the extent to which these proposed rules will impact our
institutions’ enrollments or reputation, nor can we predict possible regulatory burdens and costs.
In spring 2014, the Program Integrity and Improvement negotiated rulemaking committee failed to reach consensus. As a result,
ED may develop and issue notices of proposed rulemaking addressing cash management issues, such as the regulation of
campus debit cards, and state authorization of distance education. Because ED failed to issue proposed regulations before
November 1, 2014, the earliest these regulations could take effect is July 1, 2016. In addition, on December 19, 2014, ED
announced its intention to form a negotiated rulemaking committee to (1) prepare proposed regulations to establish a new Pay
as You Earn repayment plan for those not covered by the existing Pay as You Earn Repayment Plan in the Federal Direct Loan
Program, and (2) establish procedures for Federal Family Education Loan (FFEL) Program loan holders to use to identify U.S.
military servicemembers who may be eligible for a lower interest rate on their FFEL Program loans under section 527 of the
Servicemembers Civil Relief Act (SCRA). ED reserves the right to add to or remove these tentative topics for the proposed
negotiated rulemaking. We cannot predict the extent to which any rules promulgated by ED will impact our institution, nor can
we predict possible regulatory burdens and costs.
The States
As discussed above in “Consumer Protection—Other Issues Related to Consumer Protection and Complaints,” many states have
become more active in regulating proprietary education from a consumer protection perspective, specifically in regards to
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AMERICAN PUBLIC EDUCATION, INC. enforcement of consumer protection laws and implementation of new regulations by state attorneys general. Since our
institutions operate in many jurisdictions our institutions may be subject to regulations promulgated by a variety of regulators.
Item 1A. Risk Factors
Investing in our common stock involves a high degree of risk. Before making an investment in our common stock, you should
carefully consider the following risks, as well as the other information contained in this Annual Report, including our “Financial
Statements and Supplementary Data” and “Management’s Discussion and Analysis of Financial Condition and Results of
Operations.” Any of the risk factors described below could significantly and adversely affect our business, prospects, financial
condition, and results of operations. The risks and uncertainties described below are not the only ones we face. Additional risks
and uncertainties not presently known to us or that we currently believe are not material may also adversely affect our business,
financial condition, operating results, cash flows, and prospects. As a result of the risks and uncertainties described below as
well as such additional risks and uncertainties, the trading price of our common stock could decline, and you may lose all or part
of your investment.
Risks Related to Our Business
The ability of active duty service members to enroll in APUS’s courses can be impacted by factors that we do not
anticipate, which can impact APUS’s registrations and make it more difficult for us to accurately forecast
expected enrollment.
Due to the variability of military activity and other factors over which we have no control, at times it may be difficult to predict
APUS’s military enrollments. For example, beginning with registrations for the third quarter of 2010, growth of our net course
registrations from active duty service members slowed more than we expected. While we do not know all of the factors that
caused this to occur, we believe that the changes we saw in net course registrations from students who are active service
members in the United States Armed Forces were in part due to increased operations activity and overseas deployments
across all branches of the military, particularly the level of activity in the United States Marine Corps. We believe that
increased demands on many active duty service members, combined with limited internet access associated with some
deployments, impacted the ability of certain active duty military students to pursue higher education in 2010. The occurrence
of these or other factors in the future could make it more difficult to predict enrollments. Any decline in APUS enrollments, or
decline in the growth of enrollments, from active duty military students could have an adverse impact on our total net course
registrations and revenues.
Tuition assistance programs offered to service members of the United States Armed Forces constituted
approximately 35% of APUS’s adjusted net course registrations for 2014, and our revenues and number of
students would decrease if APUS is no longer able to receive funds under these tuition assistance programs
or tuition assistance is reduced, eliminated, or temporarily suspended.
Service members of the United States Armed Forces are eligible to receive tuition assistance from their branch of service
through the Uniform Tuition Assistance Program of the Department of Defense, or DoD tuition assistance programs. Service
members may use DoD tuition assistance programs to pursue postsecondary education at institutions that are accredited by
accrediting agencies recognized by the U.S. Secretary of Education and that satisfy other requirements, including execution of,
and compliance with, a Memorandum of Understanding that specifies terms and conditions of participation in DoD tuition
assistance programs. A significant portion of our students rely on DoD tuition assistance programs to pay for their education at
APUS. These programs constituted approximately 35% of APUS’s adjusted net course registrations for 2014. At this time, HCON
does not participate in DoD tuition assistance programs.
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FORM 10-K Even temporary suspensions of DoD tuition assistance programs adversely affect our operations. In March 2013, in response
to automatic, across-the-board reductions in federal spending (also known as “sequestration”), each of the military services
suspended new enrollments in DoD tuition assistance programs. As a result of Congressional action, each of the services
reinstated enrollments in DoD tuition assistance programs in April 2013. However, our results of operations in the second
quarter of 2013 were negatively impacted by these actions, resulting in what we believe were fewer enrollments from service
members than otherwise would have been expected. In October 2013, DoD tuition assistance programs were temporarily
suspended as a result of the U.S. government partial shutdown. On October 1, 2013, prior to the government shutdown, APUS
course registrations for October 2013 were approximately 41,200. As of October 14, 2013, however, approximately 13,100
registrations had been dropped, resulting in a net course registration reduction of approximately 20% compared to October
2012. We believe that many of these dropped registrations resulted from the suspension of DoD tuition assistance programs.
Although DoD resumed its tuition assistance programs after the government shutdown ended, we do not believe that the
registrations for subsequent months served to replace, or make up, all of the registrations that had been dropped. The U.S.
Congress has passed legislation to extend government funding for the DoD through September 30, 2015; however, if funding
is not extended beyond that date, another government shutdown could occur, resulting in another suspension of DoD tuition
assistance programs. Any future government shutdown or suspension of DoD tuition assistance programs could have a material
adverse effect on our operations.
While DoD tuition assistance programs were reinstated and the government shutdown ended, budgetary pressures remain, and
we do not know the full scale of future actions that may be taken with respect to DoD tuition assistance programs, which could
include eliminating those programs, reducing the funds or benefits (or both) available under those programs or enacting new
restrictions on participation in those programs. If funds available under DoD tuition assistance programs are reduced or
eliminated, we believe that most service members would be eligible and able to finance out-of-pocket tuition costs resulting
from this shortfall using their benefits under the Montgomery GI Bill or the Post-9/11 Veterans Educational Assistance Act of
2008, as amended, or the Post-9/11 GI Bill, through the “Top-Up” program. The “Top-Up” program allows active-duty service
members to use their GI Bill or Post-9/11 GI Bill benefits to pay the difference between the total cost of a college course and the
amount of DoD tuition assistance that is paid by the military for the course. However, we do not know whether in the long-term
service members would be willing to use the Top-Up option, or whether the increased administrative process in using the
Top-Up option or covering the shortfall through other funding sources would lead to service members deciding not to enroll or
to enroll at a slower rate.
Other administrative changes to DoD programs could also have negative effects on our enrollments. For example, in March
2013, DoD issued an instruction restricting the ability of service members in certain overseas duty locations outside the
continental United States, or overseas locations, to receive DoD tuition assistance for courses offered by institutions of higher
education that are not parties to contracts with the DoD to provide DoD voluntary education programs at those locations.
Because we do not have a contract with the DoD to provide instruction at overseas locations, service members who begin a
postsecondary education program after arrival at an applicable overseas duty location may not use DoD tuition assistance
programs to pay for their education in our programs until after they have successfully completed a course with an institution
that has a contract to provide voluntary education programs at that overseas location. Service members who were already
enrolled in one of our programs before arriving at an overseas duty location may continue to receive DoD tuition assistance
for the in-progress program, but they will be encouraged to enroll in courses provided by institutions that have entered into
a contract with the DoD to provide programs at the applicable overseas duty location.
We are not able to estimate the effect of future expected changes to DoD tuition assistance programs or whether the services
would impose other criteria in addition to the level of reimbursement that would impact enrollments from service members.
Changes to the DoD tuition assistance programs have already occurred and we expect changes to the programs in the future.
For example, the Air Force has decided that it will no longer authorize tuition assistance for associate’s degrees if the service
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AMERICAN PUBLIC EDUCATION, INC. member already has an associate’s degree from the Community College of the Air Force, the Army now requires service
members to complete one year of service after graduation from Advanced Individual Training in order to be eligible for tuition
assistance, the Army has reduced the total benefit per service member per year from $4,500 to $4,000, and the Coast Guard has
reduced the benefit payable to 75% of tuition costs, not to exceed $187.50 per credit hour.
We are also not able to estimate the responses that our competitors would take to reduced DoD tuition assistance payments or
the willingness of service members to use their Top-Up option or other VA education benefits. In this regard, our competitors,
particularly those with larger student populations or a smaller concentration of students from the military, may be better
situated to lower the cost of tuition for service members. If we are no longer able to receive funds from DoD tuition assistance
programs or those programs are reduced, eliminated, or temporarily suspended, our enrollments and revenues could be signifi-
cantly reduced, which would result in a material adverse effect on our results of operations and financial condition.
The DoD’s revised Memorandum of Understanding includes terms and conditions that impose extensive new
regulatory requirements on APUS with respect to participation in DoD tuition assistance programs.
Under a DoD final rule, effective January 7, 2013, each institution participating in DoD tuition assistance programs is required to
sign a Memorandum of Understanding, or MOU, outlining certain commitments and agreements between the institution and
DoD prior to accepting funds from DoD tuition assistance programs. On May 15, 2014, DoD promulgated new regulations and a
revised MOU, the 2014 MOU. On July 7, 2014 DoD released revisions to the 2014 MOU. Institutions were required to sign the
2014 MOU on or before September 5, 2014 in order to continue to participate in DoD tuition assistance programs. APUS signed
the 2014 MOU and continues to participate in the DoD tuition assistance program subject to its terms. HCON does not partici-
pate in DoD tuition assistance programs and therefore has not signed the 2014 MOU; however, HCON may participate in DoD
tuition assistance programs in the future and would become subject to the DoD requirements related to tuition assistance and
associated risks at that time. The 2014 MOU contains many requirements and limitations that were not contained in previous
MOUs to which APUS was a party. Pursuant to the 2014 MOU, among other requirements, institutions must: explain certain ED
and Consumer Financial Protection Bureau (CFPB) tools to service members, such as ED’s “College Navigator” website and the
CFPB’s “Paying for College” website; comply with requirements related to readmission policies for servicemembers; abide by
new limitations on the use of funds derived from tuition assistance; provide additional academic and student support services;
disclose information about transfer of credit; in certain circumstances, return tuition assistance funds to DoD (such as when a
student ceases to attend or an institution cancels a course); offer to service members loan counseling before private student
loans are offered or recommended; and comply with ED’s Title IV “program integrity” rules, including rules related to incentive
payments and misrepresentation. The 2014 MOU also provides that an institution may only participate in DoD tuition assistance
programs if it is accredited by an accrediting agency recognized by ED, approved for VA funding, and a participant in Title IV
programs. We cannot predict how DoD will interpret and enforce these requirements or what type of immediate sanctions, if
any, will be implemented before an institution loses the ability to participate in DoD tuition assistance programs for failure to
comply with certain provisions of the 2014 MOU. If we fail to comply with the requirements of the 2014 MOU, we will not be
able to participate in DoD tuition assistance programs, which could have a significant adverse effect on our results of operations
and financial condition.
If APUS does not maintain continued strong relationships with various military bases and educational service
officers, and if APUS is unable to expand the use of articulation agreements, our future growth may be impaired.
APUS has non-exclusive articulation agreements or memoranda of understanding with various educational institutions of the
United States Armed Forces and other governmental education programs. Articulation agreements and memoranda of under-
standing are agreements pursuant to which we agree to award academic credits toward our degrees for learning in educational
programs offered by others. Additionally, APUS relies on relationships with educational service offices on military bases and
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FORM 10-K base education officers to distribute information about APUS to interested service members. If APUS’s relationships with
educational service offices or base education counselors deteriorate or end, our efforts to recruit students from those bases
could be impaired. If APUS’s articulation agreements and memoranda of understanding are eliminated, or if APUS’s relationships
with educational service offices or base education counselors deteriorate, this could materially and adversely affect our
financial condition.
Furthermore, the 2014 MOU and the related increased focus by the DoD on relationships and oversight of educational providers
could lead to changes in the nature of our relationships with military bases and educational service officers, which could be
adverse in nature.
Our business could be harmed if our institutions experience a disruption in their ability to process student loans
under the Federal Direct Loan Program.
We collected a substantial portion of our fiscal year 2014 consolidated revenue from receipt of Title IV financial aid program
funds. Any processing disruptions by ED, by our institutions, or by third-party service providers may impact the ability of our
institutions’ students to obtain student loans on a timely basis. If our institutions experience a disruption in their ability to
process student loans through the Federal Direct Loan Program, either because of administrative challenges on their part or the
part of their vendors, or the inability of ED to process Title IV funds on a timely basis, it could have a material adverse effect on
our institutions’ business and on our financial condition, results of operations and cash flows.
As part of our business strategy, we have entered into, and may enter into or seek to enter into, business
combinations and acquisitions that may be difficult to integrate, disrupt our business, dilute stockholder value
or divert management attention.
On November 1, 2013, we completed our acquisition of National Education Seminars, Inc., which we refer to as Hondros College
of Nursing, or HCON. We may seek to enter into additional business combinations or acquisitions in the future. Acquisitions are
typically accompanied by a number of risks, including:
• difficulties in consolidating operations and in integrating information technology and other systems, as well as the inability
to maintain uniform standards, controls, policies and procedures;
• distraction of management’s attention from normal business operations during the acquisition and integration processes;
•
inability to obtain, or delay in obtaining, approval of the acquisition from the necessary regulatory agencies, or the imposition
of operating restrictions or a letter of credit requirement on us or on the acquired institution;
• challenges relating to conforming non-compliant financial reporting procedures to those required of a subsidiary of a U.S.
reporting company, including procedures required by the Sarbanes-Oxley Act;
• expenses associated with the integration efforts; and
• unidentified issues not discovered in our due diligence process, including legal contingencies.
Any inability to integrate completed acquisitions in an efficient and timely manner, including the HCON acquisition, could have
an adverse impact on our results of operations. Further, acquisitions have resulted in us recording goodwill and may again in the
future. If such acquisitions are not successful, our goodwill may become impaired, which would have an adverse impact on our
financial condition. In addition, our acquisition of an educational institution could be considered a change in ownership and
control of the acquired institution under applicable regulatory standards, as in the HCON acquisition. For such an acquisition, we
may need approval from ED, applicable state agencies and accrediting agencies, and possibly other regulatory bodies. Our
inability to obtain such approvals with respect to a completed acquisition could have a material adverse effect on our business,
financial condition, results of operations and cash flows. If we are not successful in completing acquisitions, we may incur
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AMERICAN PUBLIC EDUCATION, INC. substantial expenses and devote significant management time and resources without a productive result. In addition, future
acquisitions could require use of substantial portions of our available cash, as in the HCON acquisition, dilutive issuances of
securities, or issuances of debt, which could adversely affect our business.
We have continued to experience increases in our institutions’ administrative and infrastructure expenses,
unpredictability in our institutions’ enrollment and exposure to bad debt.
Since American Public University System, or APUS, began participating in Title IV programs, a significant portion of our growth
has been attributable to students using funds from those programs. As a result, we have experienced a change in the composi-
tion of our student body, which has resulted, and will continue to result, in a need to provide a greater level of services to our
students. The HCON acquisition has further changed the composition of our student body, increasing the number of students
using Title IV program funds, as well as adding students who attend classes at physical campuses. Our costs and expenses have
increased due in part to increased general and administrative expenses related to these changes and primarily attributable to
an increase in expenditures for financial aid processing, expenditures for technology required to support the increase in
non-military students at APUS and increased bad debt primarily associated with non-military students at APUS. In order to
support the number of APUS students we now have, plan for the future, and provide the technology experience and access
across a variety of platforms that we believe students have come to expect, we anticipate that we will continue to make
significant investments in our technology infrastructure and financial aid processing capabilities.
We have experienced an increase in our bad debt expense over the last several years, particularly at APUS. We believe our
increase in bad debt expense is primarily driven by a change in our student body at APUS, operational policies, processing
challenges, and collection management. In the second half of 2015, we plan to change the method by which we disburse Federal
Student Aid from a single disbursement method to a multiple disbursement method for first-time APUS undergraduate students.
While this change may adversely impact enrollment, we are making this change in order to potentially lower bad debt expense
and to reduce the attractiveness of our programs to students who are seeking to take improper advantage of federal student aid
programs. We have no assurance that this change will be successful at reducing bad debt. If we are unable to make appropriate
improvements, or if our improvements are not as effective as anticipated, our bad debt expense could increase, which could
have a material adverse effect on our financial condition, cash flows and results of operations.
We rely on third-party vendors whose service and responsiveness may be less than ours and whose compliance
practices may increase our operational and compliance risk.
We rely on third-party vendors to provide certain services to our institutions and their students. While we monitor and assess
the service of these vendors, it is possible that the quality of their service and the timeliness of their responses may be less
than the service and responsiveness that we or our institutions would provide. These third-party vendors may lack adequate
business continuity planning. Using third-party vendors increases compliance risk that the vendors may not adequately protect
personal information regarding our institutions’ students and their families, or that they may not comply with applicable federal
or state regulations applicable to our institutions’ businesses. Further, transitioning from existing vendors or from in-house
processes to new providers involves inherent risks, including the risk of significant disruptions of integral processes. In the event
third-party vendors fail to provide services, lack adequate continuity planning, or fail to provide necessary implementation or
transition services, our financial condition and results of operations could be adversely affected.
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FORM 10-K We have encountered ongoing problems related to the software and services of a third-party vendor that we use
to assist with APUS’s financial aid processing, which could result in adverse regulatory actions and reputational
problems and negatively affect our operating results, and we may experience risks and costs related to any
potential transition of these services to a different third-party vendor.
In the beginning of the third quarter of 2013, APUS transitioned from using the services of a third-party servicer to assist with
the administration and management of APUS’s participation in Title IV programs to utilizing an internal solution that relies, in
part, on software and services provided by a third-party vendor. We have continued to experience unexpected delays in
financial aid processing as a result of various software and programming errors and limitations, resulting in ED rejecting certain
student records, an inability to disburse Title IV program funds to some students and other related issues. While we had
anticipated that in connection with the transition there would be a delay in processing financial aid for a short period of time,
the delays were longer than expected and there were more errors than expected. In addition, when the decision was made to
move financial aid processing in-house using software supplied by a third-party vendor, we anticipated being able to automate
certain manual processes. Errors in the software, as well as lack of experience with the software by many of our financial aid
staff, required manual work outside the system, increasing the time to process financial aid.
APUS has worked with the vendor to identify the causes of the delays, errors and problems. Many have been resolved, but
some remain, and APUS continues to perform manual work outside the automated system to process financial aid. In addition
to regulatory problems, the challenges with the processing of financial aid have led to, and could lead to further, reputational
problems, adverse effects on our operating results, reduced course enrollments, and increased costs. APUS has decided to work
towards being in a position to transition its financial aid processing system to its former third-party vendor. There would be
significant costs and risks relating to a new vendor’s implementation. These costs will possibly include costs paid directly to a
new vendor, costs related to the efforts of employees and management, costs associated with the transition and training of
employees, and costs incurred in terminating APUS’s relationship with its existing software vendor. Further, a transition may
divert management’s attention, which could adversely impact our overall business.
We have described additional risks related to this situation, Title IV compliance, and the use of third-party servicers in these
Risk Factors. Those risks and the issues explained in this risk factor may have a material adverse effect on our operations and
financial condition.
We may have unanticipated tax liabilities that could adversely impact our results of operations and
financial condition.
We and our institutions are subject to multiple types of taxes in the U.S. and may be subject to taxation in the future in various
foreign jurisdictions. The determination of our provision for income taxes and other tax accruals involves various judgments, and
therefore the ultimate tax determination is subject to uncertainty. In addition, changes in tax laws, regulations, or rules, or
application of state sales taxes, may adversely affect our future reported financial results, may impact the way in which we
conduct our business, or may increase the risk of audit by the Internal Revenue Service (“IRS”) or other tax authorities. Although
we believe our tax accruals are reasonable, the final determination of tax returns under review or returns that may be reviewed
in the future and any related litigation could result in tax liabilities that materially differ from our historical income tax provisions
and accruals. In addition, an increasing number of states are adopting new laws or changing their interpretation of existing laws
regarding the apportionment of service revenues for corporate income tax purposes in a manner that could result in a larger
proportion of our income being taxed by the states in which we sell services. These legislative and administrative changes could
have a material adverse effect on our business and financial condition.
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AMERICAN PUBLIC EDUCATION, INC. We rely on dividends, distributions and other payments, advances and transfers of funds from our operating
subsidiaries to meet our obligations and to fund acquisitions and certain investments.
We rely on dividends, distributions and other payments, advances and transfers of funds from our operating subsidiaries to meet
our obligations and to fund acquisitions and certain investments. We conduct all of our operations through our subsidiaries, and
as of December 31, 2014 had no significant assets other than cash, the capital stock of our respective subsidiaries, and assets
related to several investments. As a result, we rely on dividends and other payments or distributions from our operating
subsidiaries to meet our obligations and to fund acquisitions and investments. The ability of our operating subsidiaries to pay
dividends or to make distributions or other payments to us depends on their respective operating results and may be restricted
by, among other things, the laws of their respective jurisdictions of organization, regulatory and accreditation requirements,
agreements entered into by those operating subsidiaries, and the covenants of any future obligations that we or our subsidiaries
may incur.
Prior to our acquisition of HCON we had no experience operating physical campuses where students attend
class and otherwise participate in educational activities. Having students physically present on such
campuses may result in threats to student safety and other issues with which we had no experience prior to the
HCON acquisition.
Prior to the HCON acquisition, we owned one institution, APUS, which is a provider of exclusively online postsecondary
education. As a result of the HCON acquisition, we now manage and monitor on-the-ground operations at four physical cam-
puses where HCON students attend classes and participate in educational activities. The presence of students on physical
campuses requires us to consider and respond to issues related to student safety, security, and violence. Prior to our acquisition
of HCON we had no experience with these or other issues that may arise in connection with on-the-ground operations on
physical campuses. Failure to prevent, or adequately respond to, threats to student and employee safety or other problems could
harm our reputation, causing enrollment and revenues to decline or could result in costly and resource-intensive litigation.
In connection with our operation of HCON’s physical campuses, we face new regulatory requirements of a type with which we
have no experience. HCON must comply with the campus safety and security reporting requirements as well as other require-
ments in the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or Clery Act, including recent
changes made to the Clery Act by the Violence Against Women Reauthorization Act of 2013, or VAWA. On October 20, 2014,
ED published a final rule implementing those statutory changes. The final rule requires, among other things, that institutions
maintain statistics about the number of incidents of dating violence, domestic violence, sexual assault, and stalking that meet
the definitions of those terms as set forth in the final rule; institutions provide incoming students and new employees with, and
describe in their annual security reports, their primary prevention and awareness programs; institutions provide students and
employees with, and describe in their annual security reports, their ongoing prevention and awareness campaigns; and that
institutions provide and describe in their annual security reports each type of disciplinary proceeding used by the institution,
which must be prompt, fair, and impartial. The new regulations are effective July 1, 2015. Compliance with these new regula-
tions could increase HCON’s administrative costs, which would have a negative impact on our results of operations. Failure to
comply with the Clery Act requirements or regulations promulgated by ED could result in action by ED to fine our institutions or
to limit or suspend our institutions’ participation in Title IV programs.
Natural disasters or other extraordinary events may cause us to close one or more of HCON’s campuses or may
cause HCON’s enrollment and revenues to decline.
HCON may experience business interruptions resulting from natural disasters, inclement weather, transit disruptions or other
events in one or more of the cities in Ohio in which it operates. These events could cause HCON to close campuses—temporarily
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FORM 10-K or permanently. Further, a regional or national outbreak of influenza or other illness easily spread by human contact could cause us
to close one or more of HCON’s campuses for an extended period of time. These events could affect student recruiting opportuni-
ties in those locations, causing enrollment and revenues to decline.
We have limited experience in making investments in other entities, and any such investments may not result in
strategic benefits for us or could expose us to other risks.
To assist us in achieving elements of our growth strategy or to further develop our business capabilities, from time to time we
will consider and may pursue strategic investments and acquisitions. These transactions could include, among other things,
investments in, partnerships or joint ventures with, or the acquisition of other schools, service providers or education technology
related companies, among other types of entities. Investing in another entity requires expertise in evaluating another entity’s
business and identifying strategic benefits of a potential investment in such entity, among other expertise. These types of
investments involve significant challenges and risks, including that the investment does not advance our business strategy, that
it has an adverse effect on our results of operations, that we do not realize a satisfactory return on our investment, that we
acquire unknown liabilities, or that management’s attention is diverted from our core business. These events could harm our
operating results or financial condition. Any investments in other entities may also subject us to the operating and financial risks
of such entities, and we rely on the internal controls and financial reporting controls of such entities.
Since 2012, we have made minority investments in entities in which we do not have sole control, which present risks in addition
to those that apply to other investments or acquisitions. These investments include our $6.8 million equity investment in a
holding company that acquired and now operates New Horizons Worldwide, Inc., or New Horizons, our $4.0 million investment
in preferred stock of Fidelis Education, Inc., or Fidelis Education, and our $1.5 million investment in preferred stock of Second
Avenue Software, Inc., or Second Avenue. Although we have the right to representation on the Board of Directors of the holding
company of New Horizons, the Board of Directors of Fidelis Education, and the Board of Directors of Second Avenue, we do not
have the ability to control the policies, management or affairs of these entities, and generally we would not have that ability in
any minority investment in an entity. The interests of persons who control the entities in which we have and may invest may
differ from our interests, and they may cause such entities to take actions that are not in our best interest, and we may become
involved in disputes with such persons. Our inability to control entities in which we make minority investments could negatively
affect our ability to realize the strategic benefits of those investments.
We have made minority investments to realize strategic benefits for our business, rather than to generate income or capital gains
from these investments, and we anticipate that we would make future minority investments for similar purposes. We cannot
ensure that we will realize any strategic benefits from these investments in the near-term or at all. To the extent that the strategic
benefits of any investment are not timely realized, or the investment otherwise underperforms, we may wish to dispose of the
investment. Because our interests in entities in which we have made minority investments, such as New Horizons, Fidelis
Education, and Second Avenue are highly illiquid and not traded in any public market, we may not be able to timely dispose of
these interests, or may have to sell at less than our carrying value. Further, should the value of these investments become
impaired, we may be required to reduce the carrying value of these investments. Our inability to dispose of our interest in such an
entity, or a reduction in the carrying value of such an entity on our books, would negatively affect our operating results.
The loss of any key member of our management team may impair our ability to operate effectively and may harm
our business.
Our success depends largely upon the continued services of our executive officers and other key management and technical
personnel. The loss of one or more of our key personnel could harm our business. While we have employment agreements with
each of our Executive Vice Presidents, our President and Chief Executive Officer, Dr. Boston, and certain HCON employees, we
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AMERICAN PUBLIC EDUCATION, INC. do not have employment agreements with other executives or personnel, and the employment agreements that we do have do
not prevent our executives from voluntarily ceasing to work for us.
If we are unable to attract and retain management, faculty, administrators and skilled personnel, our business
and growth prospects could be severely harmed.
We must attract and retain highly qualified management, faculty, administrators, and skilled personnel to our institutions.
Competition for hiring these individuals is intense, especially with regard to faculty in specialized areas, or executives with
relevant industry expertise. Our institutions’ past growth created constant demands to find qualified individuals across all
levels, and we believe that we need to continue to expand and strengthen our management team to support the operations
of our institutions. If we fail to attract new management, faculty, administrators, or skilled personnel or fail to retain and
motivate our existing management, faculty, administrators, and skilled personnel, our institutions and our ability to serve our
students and expand our programs could be severely harmed. ED’s incentive payment rule may also affect the manner in
which we attract, retain, and motivate new and existing employees, as described more fully below in “Risks Related to the
Regulation of our Industry.”
If our institutions fail to maintain adequate systems and processes to detect and prevent fraudulent activity
in student enrollment and financial aid, our institutions may lose the ability to participate in Title IV programs
or Department of Defense tuition assistance programs, or have participation in these programs conditioned
or limited.
Institutions offering online education, including APUS, have experienced fraudulent activity related to Title IV program funds.
Grants and loans to students under Title IV programs are primarily awarded on the basis of financial need, generally defined as
the difference between the cost of attending an institution and the amount a student can be expected to contribute to that
cost. In order to account for living expenses and other costs that our students may reasonably incur in the context of pursuing a
degree or certificate, the cost of attending each of our institutions is an amount that exceeds the cost of its tuition. While some
students elect to receive grants and loans that cover only the cost of tuition and fees, others elect to receive amounts up to the
full cost of attendance. When one of our institutions receives Title IV program funds on a student’s behalf, it credits those funds
to the student’s account. If a student has elected to receive funds in excess of the cost of tuition and fees, a credit balance
occurs, and the institution must pay that credit balance to the student unless the student has authorized the institution to hold
the credit balance or take other permissible action with respect to the credit balance. The availability of Title IV program funds,
including any credit balance payment, is an important part of enabling some students to pursue a degree or certificate. However,
some individuals seek to take advantage of Title IV programs by enrolling for the purpose of obtaining funds they may receive
directly through a credit balance payment. On September 26, 2011, ED’s Inspector General released a report about an increasing
number of cases involving large, loosely affiliated groups of individuals, so-called “fraud rings,” who conspire to defraud Title IV
programs through enrollment in distance education programs. These fraud rings take advantage of the availability of credit
balance payments under Title IV.
Our institutions have been the target of fraudulent activity related to Title IV program funds, as well as other fraudulent
activities, and as our institutions grow they may be susceptible to an increased risk of such activities. The potential for outside
parties to perpetrate fraud in connection with the award and disbursement of Title IV program funds at APUS, including as a
result of identity theft, may be heightened due to its being an exclusively online education provider and its relatively low tuition.
Our institutions must maintain systems and processes to identify and prevent fraudulent applications for enrollment and
financial aid. We cannot be certain that our institutions’ systems and processes will continue to be adequate in the face of
increasingly sophisticated fraud schemes, or that we will be able to expand such systems and processes at a pace consistent
with our growth.
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FORM 10-K ED requires institutions that participate in Title IV programs to refer to the ED Office of the Inspector General, or OIG, credible
information about fraud or other illegal conduct involving Title IV programs, and in the past we have referred to the OIG
information with respect to potential fraud by applicants and students. If the systems and processes that our institutions have
established to detect and prevent fraud are inadequate, ED may find that our institutions do not satisfy ED’s “administrative
capability” requirements. If our institutions fail to satisfy the “administrative capability” requirements, ED may require the
repayment of federal student financial aid funds, transfer our institutions from the “advance” system of payment of Title IV
program funds to cash monitoring status, or to the “reimbursement” system of payment, place our institutions on provisional
certification status, or commence a proceeding to impose a fine or to limit, suspend, or terminate our institutions’ participation
in Title IV programs, which would limit our institutions’ potential for growth and adversely affect our institutions’ enrollment,
revenues, and results of operations. In addition, our institutions’ ability to participate in Title IV programs and DoD tuition
assistance programs is conditioned on maintaining accreditation by an accrediting agency that is recognized by the Secretary of
Education. The significance of accreditation is described more fully above in “Regulatory Environment—Accreditation.” Any
significant failure to adequately detect fraudulent activity related to student enrollment and financial aid could cause our
institutions to fail to meet their accreditors’ standards. Furthermore, under the Higher Education Opportunity Act, accrediting
agencies that evaluate institutions offering online programs like APUS’s must require such institutions to have processes
through which the institution establishes that a student who registers for such a program is the same student who participates
in and receives credit for the program. Failure to meet the standards of our institutions’ accrediting agencies could result in the
loss of accreditation of one or more of our institutions, which could result in their loss of eligibility to participate in Title IV
programs, DoD tuition assistance programs, or both.
Our limited ability to obtain exclusive proprietary rights and protect our intellectual property, as well as disputes
we may encounter from time to time with third parties regarding our use of their intellectual property, could
harm our operations and prospects.
In the ordinary course of business, our institutions develop intellectual property of many kinds that is or will be the subject of
patents, copyrights, trademarks, service marks, domain names, agreements, and other registrations. Our institutions have
secured rights to trademarks for various names and terms used in our business, own rights to more than 200 internet domain
names pertaining to APUS, AMU, APU, HCON and other unique descriptors, have been issued a patent for PAD, and have
pursued patents on several innovations that we believe enhance and support students’ academic achievement and streamline
university operations. Our institutions rely on agreements under which we obtain rights to use course content developed by
faculty members and other third-party content experts.
We cannot assure you that these measures, or any measures that our institutions take, will be adequate, or that they have
secured, or will be able to secure, appropriate protections for all of our institutions’ proprietary rights in the United States or
foreign jurisdictions, or that third parties will not infringe upon or violate the proprietary rights of our institutions. Despite our
efforts to protect these rights, third parties may attempt to develop competing programs or copy aspects of our institutions’
curriculum, online resource material, quality management, and other proprietary content. Any such attempt, if successful, could
adversely affect our institutions’ business. Protecting these types of intellectual property rights can be difficult, particularly as
it relates to the development by our institutions’ competitors of competing courses and programs.
Our institutions may encounter disputes from time to time over rights and obligations concerning intellectual property, and may
not prevail in these disputes. Third parties may raise a claim against our institutions alleging an infringement or violation of the
intellectual property of that third party. In July 2006, APUS settled a dispute with another institution regarding the use of
certain marks that allowed us to continue to use the marks at issue, but we may not be able to favorably resolve future dis-
putes. Some third-party intellectual property rights may be extremely broad, and it may not be possible for our institutions to
conduct operations in such a way as to avoid disputes regarding those intellectual property rights. Any such dispute could
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AMERICAN PUBLIC EDUCATION, INC. subject our institutions to costly litigation and impose a significant strain on our financial resources and management personnel
regardless of whether that dispute has merit. Our general liability and cyber liability insurance may not cover potential claims of
this type adequately or at all, and our institutions may be required to alter the content of their courses or pay monetary dam-
ages, which may be significant.
We may incur liability for the unauthorized duplication or distribution of class materials posted online for
class discussions.
In some instances, our institutions’ faculty members or students may post various articles or other third-party content online in
class discussion boards or in other venues. The laws governing the fair use of these third-party materials are imprecise and
adjudicated on a case-by-case basis, which makes it challenging to adopt and implement appropriately balanced institutional
policies governing these practices. We and our institutions may incur liability for the unauthorized duplication or distribution of
this material posted online. Third parties may raise claims against us and our institutions for the unauthorized duplication of this
material. Any such claims could subject us and our institutions to costly litigation and impose a significant strain on financial
resources and management personnel regardless of whether the claims have merit. Our institutions’ faculty members or
students could also post classified material on class discussion boards, which could expose us to civil and criminal liability and
harm our institutions’ reputations and relationships with members of the military and government. Our general liability insurance
may not cover potential claims of this type adequately or at all, and we may be required to pay monetary damages and our
institutions may be required to alter the content of their courses.
Legal proceedings, particularly class action lawsuits, may require human and financial resources, distract our
management and negatively affect our reputation and operating results.
From time to time, we and our institutions have been and may be involved in various legal proceedings. In recent years, we have
observed an increase in litigation brought against for-profit schools, including class actions brought by students and prospective
students based on alleged misrepresentations about a school’s programs, and an increase in “qui tam” lawsuits, which are
described below in the first risk factor under the heading “Risks Related to the Regulation of our Industry.” For example, in
November 2013, a putative class action was brought against HCON relating to a time period prior to our ownership. The lawsuit
asserted claims for fraud and fraudulent inducement, negligent misrepresentation, breach of implied-in-fact contract, promis-
sory estoppel, unjust enrichment, and violation of the Ohio Consumer Sales Practices Act, for, among other things, the alleged
provision of false or misleading information to the named plaintiffs and other putative class members in 2011 and 2012 regard-
ing the status of accreditation by National League for Nursing Accrediting Commission of HCON’s Associate Degree in Nursing,
or ADN, program offered at its Independence, Ohio campus. HCON and the named plaintiffs entered into a settlement agree-
ment on November 19, 2014 under which the plaintiffs agreed to dismiss their case for a de minimis settlement payment. HCON
admitted to no wrongdoing in the settlement agreement and the case was dismissed with prejudice. The significant human and
financial resources required to investigate and respond to claims brought in any future litigation may distract management’s
attention from operating our business or lead to larger payments or liabilities, including adverse regulatory action, and, as a
result, negatively affect our operating results.
Changes our institutions may make to their operations to enhance their ability to identify and enroll students
who are likely to succeed and to improve the student experience may adversely affect our institutions’
enrollment, growth rate, profitability, financial condition, results of operations and cash flows.
In order to increase our institutions’ focus on improving the learning experience and attracting students who are likely to persist
in our institutions’ programs, our institutions may implement changes and initiatives to more effectively admit college-ready
students, support those students and help improve those student’s educational outcomes, including through initiatives to
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FORM 10-K increase the level of engagement and collaboration in the classroom. Beginning in the second quarter of 2015, for instance,
APUS plans to require that prospective students complete a free, non-credit admission course if they are not active duty military
or veteran applicants, graduates from certified federal, state and local law enforcement and public safety academies, or
prospective students with at least nine hours of transfer credit with a grade of “C” or better for each course from an accredited
institution. Additional initiatives may include, but are not limited to, the following:
• other changes to admissions standards and requirements;
•
implementing more stringent satisfactory academic progress standards;
• changing tuition costs and payment options;
• transitioning student facing services, including student financial aid and advising, to new platforms, as well as the use of the
ClearPath system;
• experimenting with competency-based learning and other alternative delivery methods; and
• altering our institutions’ marketing programs to target the appropriate prospective students.
These initiatives may adversely impact our institutions’ business, financial condition, results of operations and cash flows,
particularly in the near term. These initiatives require significant time, energy and resources, and involve many significant
interrelated and simultaneous changes in our processes and programs. We may not succeed in achieving our objectives due to
organizational, operational, regulatory or other constraints. If our efforts are not successful, we may experience reduced
enrollment, increased expense or other impacts on our business that materially and adversely impact our financial condition.
The growth rate of our business is uncertain, and we may not be able to assess our future growth
prospects effectively.
The growth rate of our business is uncertain, our business may not grow, and we may not be able to assess our future growth
prospects effectively. Our ability to act on any growth model is dependent on a number of factors, including the success of our
institutions, the ability to obtain timely regulatory approvals, identify locations and market segments, and recruit and retain
high-quality academic and administrative personnel. Due to a rapidly evolving industry, a challenging regulatory and government
budget environment, and broader economic uncertainty, it has become more challenging to forecast our institutions’ enrollments
and consequently our financial results. These challenges may result in an inefficient deployment of resources, uncertainty in our
financial results and volatility in our stock price, which may have an adverse effect on the return on an investment in our
common stock.
Growth may place a strain on resources that could adversely affect our systems, controls and operating
efficiency, including those of our institutions.
The growth we have experienced in the past, as well as any future growth that we may experience, could place a significant
strain on our resources and the resources of our institutions and increase demands on our management information and
reporting systems and financial management controls. We do not have experience scheduling courses and administering
programs for more students than are currently enrolled at our institutions, and if growth negatively impacts our ability to do
so, the learning experience for students could be adversely affected, resulting in a higher rate of student attrition and fewer
student referrals. We also have limited experience adding to our courses, programs and operations through acquisitions. Prior
to the acquisition of Hondros College of Nursing, or HCON, we had no experience operating physical campuses where students
attend class and otherwise participate in educational activities, and we have no experience opening new campus locations.
Future growth will also require continued improvement of our internal controls and systems, particularly those related to
complying with federal regulations under the Higher Education Act of 1965, or HEA, as administered by the U.S. Department of
Education, or ED, including as a result of our institutions’ participation in student financial aid programs authorized under Title IV
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AMERICAN PUBLIC EDUCATION, INC. of the HEA, or Title IV programs. We have described some of the most significant regulatory risks that apply to us and our
institutions, including those related to Title IV programs, under the heading “Risks Related to the Regulation of our Industry”
below. If we are unable to manage our growth or successfully carry out and integrate acquisitions, including the HCON integra-
tion, we may also experience operating inefficiencies that could increase our costs and adversely affect our profitability and
results of operations.
The change in the composition of our student body has also made it harder for us to make forecasts about student enrollments.
We have had more difficulty forecasting the number of students who will enroll and have noticed a decrease in the predictabil-
ity of the rate at which we convert leads into enrolled students, which we attribute, in part, to the growth in non-military
students, and particularly the growth in non-military students from outside of public safety communities. If we are unable to
adapt to changes in the composition of our student body and control the growth of related expenditures, we may experience
operating inefficiencies that could increase our costs and adversely affect our profitability and results of operations. Further, if
we are unable to attract and retain Title IV students, our financial condition may be adversely impacted.
Future growth or increased technology demands will require continued investment of capital, time, and
resources to develop and update our institutions’ technology, and if we are unable to increase the capacity
of our institutions’ resources appropriately, our institutions’ ability to handle growth and to attract or retain
students, and our financial condition and results of operations, could be adversely affected.
Our expectations for future growth require an increase in the capacity and capabilities of our institutions’ technology infrastruc-
ture. Increasing the capacity and capabilities of our institutions’ technology infrastructure will require us to invest capital, time,
and resources, which we expect from time to time will lead to increased spending on technology infrastructure, not all of which
can be capitalized. There is no assurance that, even with sufficient investment, our systems will be scalable to accommodate
future growth. We will also need to invest capital, time, and resources to update our institutions’ technology in response to
competitive pressures in the marketplace, including increased demands for interactive solutions and access from mobile
platforms, as well as to allow for differential pricing, and we will have to make similar investments to integrate the technology
systems of HCON and any other business we may acquire in the future. If we are unable to increase the capacity of our
institutions’ resources or update their resources appropriately, their ability to handle growth and to attract or retain students,
and our financial condition and results of operations, could be adversely affected. Similarly, even if we are able to increase the
capacity of our institutions’ resources and update their resources appropriately, our financial condition and results of operations
could be adversely affected by an increased level of spending.
We may need additional capital in the future, but there is no assurance that funds will be available on
acceptable terms.
We may need additional capital in the future for various reasons, including to finance business acquisitions and investments in
technology, but there is no assurance that capital will be available on acceptable terms. We may need to raise additional capital
in order to achieve growth or fund other business initiatives. Capital may not be available in sufficient amounts or on terms
acceptable to us and may be dilutive to existing stockholders. Additionally, any securities issued to raise capital may have rights,
preferences or privileges senior to those of existing stockholders. If adequate capital is not available or is not available on
acceptable terms, our and our institutions’ ability to expand, develop or enhance services or products, or respond to competitive
pressures, will be limited.
Our access to capital markets and sourcing for additional funding to expand or operate our business may be adversely
impacted by disruptions and volatility in the credit and equity markets worldwide and concerns regarding the industry in
general and us in particular. The credit and equity markets of both mature and developing economies have experienced
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FORM 10-K extraordinary volatility, asset erosion and uncertainty during the last several years. Until these market disruptions diminish, it
may be more difficult to access the capital markets to obtain funding needed to expand our business by acquisition, organi-
cally, or otherwise. In addition, changes in the capital or other legal requirements applicable to lenders and investors may
affect the availability or increase the cost of raising capital. Credit concerns regarding the proprietary postsecondary educa-
tion industry as a whole also may impede our access to capital markets. If we are unable to obtain needed capital on terms
acceptable to us, we may have to limit growth initiatives or take other actions that materially adversely affect our business,
financial condition, results of operations and cash flows.
Our business has been and may in the future be adversely affected by a general economic slowdown or
recession in the U.S. or abroad.
Our business has been and may in the future be adversely affected by a general economic slowdown or recession in the U.S. or
abroad. Over the past several years, the United States and other industrialized countries have experienced reduced economic
activity, increased unemployment, substantial uncertainty about their financial services markets and, in some cases, economic
recession. We believe that these events negatively impacted our results during this time period and may continue to reduce the
demand for our programs among students in the future, which could materially and adversely affect our business, financial
condition, results of operations and cash flows. These adverse economic developments also may result in a reduction in the
number of jobs available to our graduates and lower salaries being offered in connection with available employment, which, in
turn, may result in declines in our placement and persistence rates. In addition, these events could adversely affect the ability or
willingness of our former students to repay student loans, which could increase our student loan cohort default rate and require
increased time, attention and resources to manage these defaults. Our institutions’ students are able to borrow Title IV loans in
excess of their tuition. The excess is received by such students as a stipend. However, if a student withdraws, our institutions
must return any unearned Title IV funds including stipends and must seek to collect from the student any resulting amounts
owed to the institution. A protracted economic slowdown could negatively impact such students’ ability to satisfy debts to the
institution, including debts that result from returns of Title IV amounts. As a result, the amount of Title IV funds we would have
to return without repayment from our institutions’ students could increase, and our financial results could suffer. Further, the
impact of economic conditions abroad have not historically had a significant impact on our operations except to the extent they
impact the U.S. economy, but should we increase our international enrollments the broader global economy will increasingly
have an impact on our results.
Efforts to diversify our business outside of the traditional areas served by our institutions may adversely impact
our financial performance.
As we seek opportunities to expand our business and serve markets beyond those traditionally served by our institutions, we
may encounter strategic and operational challenges different than those within our existing institutions. If we are unable to
successfully capitalize on these opportunities, our business, financial condition, results of operations and cash flows could be
adversely impacted.
Strong competition in the postsecondary education market generally and in the military market could decrease
our institutions’ market share and increase their cost of acquiring students.
Within the postsecondary education market, our institutions compete primarily with not-for-profit public and private two-year
and four-year colleges as well as other for-profit schools, particularly those that offer online learning programs. Public institu-
tions receive substantial government subsidies, and public and private not-for-profit institutions have access to government and
foundation grants, tax-deductible contributions, and other financial resources generally not available to for-profit schools. These
institutions may have instructional and support resources that are superior to those of our institutions and other for-profit
72
AMERICAN PUBLIC EDUCATION, INC. schools. Some of our competitors also have substantially greater name recognition and financial and other resources than we
have, which may enable them to compete more effectively for potential students. These institutions are increasingly differenti-
ating themselves in the way that they deliver online course offerings, and we believe that in the future students seeking online
instruction will be attracted to an institution in part because of the technology used by the institution to deliver instruction and
other elements of the student experience. To compete for these students will require continued innovations and our people and
technology platforms may not be capable of delivering competitive solutions that are desirable to students. In recent years,
competing institutions and others have also started providing non-traditional, credit-bearing and non-credit-bearing education
programs, including massively open online courses, or MOOCs, without charge or at low costs. We have also observed an
increase in institutions offering competency-based programs, which permit students to learn at their own pace and progress in
a program by demonstrating that they have achieved certain skills or knowledge rather than by earning credit hours, and ED has
issued guidance addressing access to Title IV programs for students in these programs. We believe that our institutions will
continue to face new competition from such programs, including competition from lower cost alternatives. Our institutions may
not be able to compete successfully against current or future competitors and may face competitive pressures that could
adversely affect their business or results of operations. These competitive factors could cause our institutions’ enrollments,
revenues and profitability to decrease significantly.
Within the postsecondary education market generally, we anticipate increased competition. The total postsecondary student
population has been declining. According to the National Student Clearinghouse, enrollment in Title IV postsecondary
degree-granting institutions in the fall of 2014 decreased 1.3%, compared to fall 2013, with a decrease of 0.4% taking place
among four-year for-profit schools. Longer term projections suggest that previous growth in enrollment in postsecondary
degree-granting institutions is slowing. According to a February 2014 report from ED, such enrollment was projected to grow 14%
over the 11-year period ending in fall of 2022, compared to 45% growth over the 14-year period that ended in the fall of 2011. The
report also projects that enrollment in private postsecondary degree-granting institutions is projected to increase 14% for the
11-year period ending in fall of 2022, compared to 78% growth over the 14-year period that ended in fall of 2011. The same report
indicates that the number of high school graduates is projected to decrease 2% over the 13-year period ending in 2023 compared
to 27% growth over the 12-year period that ended in 2010. The combination of reduced growth or declines in the postsecondary
student population and increased capacity in the postsecondary education market will further intensify competition.
We also anticipate that APUS will continue to see increased competition within the military market, which continues to be a primary
market for APUS, including from for-profit schools as those schools seek to attract students eligible for DoD tuition assistance pro-
grams, VA education benefits, or both, to comply with a regulatory requirement of ED known as the 90/10 Rule. This regulatory
requirement is described more fully in “Regulatory Environment—Student Financing Sources and Related Regulations/Requirements—
Department of Education—Regulation of Title IV Financial Aid Programs—The “90/10 Rule.” Public and private not-for-profit
institutions are also providing increased competition, including commitments to participate in the VA Yellow Ribbon Program through
which such institutions agree to make additional financial aid funds available to veterans receiving Post-9/11 GI Bill benefits.
Because APUS provides exclusively online education, it is dependent on continued growth and acceptance of
exclusively online education and, if the recognition by students and employers of the value of online education
does not continue to grow, its ability to grow could be adversely impacted.
We believe that continued growth in online education will be largely dependent on additional students and employers recogniz-
ing the value of degrees earned online. Increasingly, employers demand that, in addition to technical or substantive skills, their
new employees possess appropriate “soft” skills, such as communication, critical thinking and teamwork skills, which can
evolve rapidly in a changing economic and technological environment and may be, or may be perceived to be, more difficult to
develop through online education. If students and employers are not convinced that online institutions are an acceptable
alternative to traditional schools, or that an online education provides value, or if growth in the market penetration of online
73
FORM 10-K education slows, growth in the industry and at APUS could be adversely affected. Because our business model for APUS is
based on exclusively online education, if the acceptance of online education does not grow, our ability to grow APUS’s business
and our financial condition could be materially adversely affected.
If our institutions are unable to update and expand the content of existing programs and develop new programs
and specializations on a timely basis and in a cost-effective manner, our future growth may be impaired.
The updates and expansions of our institutions’ existing programs and the development of new programs and specializations
may not be accepted by their accreditors, state regulators, ED, existing or prospective students or employers. If we cannot
respond to changes in market requirements, our business may be adversely affected. Even if our institutions are able to develop
acceptable new programs, they may not be able to introduce these new programs as quickly as students require or as quickly
as competitors introduce competing programs. To offer a new academic program, our institutions may be required to obtain
appropriate federal, state and accrediting agency approvals, which may be conditioned or delayed in a manner that could
significantly affect our growth plans. If we are unable to respond adequately to changes in market requirements due to financial
constraints, regulatory limitations, or other factors, our institutions’ ability to attract and retain students could be impaired and
our financial results could suffer.
Establishing new academic programs or modifying or eliminating existing programs requires our institutions to make investments
in management and capital expenditures, incur marketing expenses, and reallocate other resources. Our institutions may have
limited experience providing courses in new fields of study and may need to modify systems and strategy or enter into arrange-
ments with other institutions to provide new programs effectively and profitably. If our institutions are unable to increase the
number of students enrolling in new academic programs, offer programs in a cost-effective manner, or otherwise manage
effectively the operations of those programs, our results of operations and financial condition could be adversely affected.
We intend to market APUS programs in international markets, which could subject us to a variety of risks not
previously encountered and negatively impact our profitability and liquidity.
We intend to market APUS’s programs in international markets, which could subject us to a variety of risks not previously
encountered and negatively impact our profitability and liquidity. We have marketed APUS’s programs to a limited number of
international students in the past and we intend to increase these efforts in the future. APUS intends to market its programs
using foreign representatives and other methods. We do not have previous experience marketing APUS’s programs through
foreign representatives and we may be unable to adequately manage risks associated with these planned international efforts,
which could adversely affect our ability to successfully attract, retain and serve students in international markets and nega-
tively impact our profitability and liquidity.
These international risks include, but are not limited to, the following:
• uncertainty of acceptance of our offerings by students in international markets;
• difficulties in staffing and managing international operations;
• challenges finding, managing, and retaining foreign representative relationships;
• compliance with foreign legal and regulatory requirements and unforeseen changes in such requirements;
•
investment and execution missteps due to a failure to understand the local culture and market;
• political and economic instability in the countries in which we market;
• potentially adverse tax consequences; and
• compliance with certain U.S. laws and regulations such as the Foreign Corrupt Practices Act.
74
AMERICAN PUBLIC EDUCATION, INC. If we are unable to pursue successfully HCON’s program initiatives and expansions, including opening new
HCON campuses and increasing online education, our future growth may be impaired.
The success of the HCON acquisition will depend on our ability to maintain and increase student enrollments in HCON’s
programs and to grow HCON’s on-campus and online program offerings. As part of our strategy, we intend to open new
campuses for HCON. Such actions require us to obtain appropriate federal, state and accrediting agency approvals. In addition,
adding new locations may require significant financial investments, human resource capabilities, and new clinical placement
relationships. If we are unable to, or suffer any delay in our ability to, obtain appropriate approvals, attract additional students
to new campus locations, offer programs at new campuses in a cost-effective manner, identify appropriate clinical placements,
or otherwise manage effectively the operations of newly established campuses, our results of operations and financial condition
could be adversely affected. As a result of the pending change in ownership application, at this time HCON cannot obtain ED’s
approval to award Title IV program funds at new HCON locations.
Outside Ohio, other states’ regulatory bodies have regulations that apply to HCON programs. For example, a number of states
may require that we obtain additional authorizations for HCON students enrolled in the online registered nurse to bachelor of
science in nursing completion program to participate in practicum courses in those states, even where HCON has no other
physical presence in the state. These types of provisions may make it more difficult to offer online education programs in those
states. The inability to expand efficiently or successfully existing programs and pursue new program initiatives would harm our
ability to grow the business and could have an adverse impact on our financial condition.
If our institutions do not have adequate continued personal referrals and marketing and advertising programs
that are effective in developing awareness among, attracting and retaining students, our financial performance
in the future would suffer.
Building awareness of our institutions and the programs they offer among potential students is critical to our institutions’ ability
to attract new students. In order to maintain and increase our revenues and profits, our institutions must continue to attract
new students in a cost-effective manner, and these students must remain active in our institutions’ programs. In addition,
because our institutions experience declines in their student population as a result of graduation, transfers to other academic
institutions, military deployments and other reasons, in order to grow we need to first attract sufficient students to replace
those that have left. Our marketing strategy for APUS has traditionally focused on building long-term, mutually beneficial
relationships with organizations and individuals in the military and public safety communities. In recent years, APUS has
supplemented its relationship-based marketing with multi-faceted interactive marketing campaigns to create a greater brand
awareness, particularly of our APU brand outside the military and public safety communities, and to increase inquiries from
potential students. Similarly, HCON’s marketing strategy has focused on building long-term relationships with businesses,
organizations and individuals in the healthcare community, primarily in Ohio, where HCON’s campuses are located. In addition,
HCON utilizes traditional media as well as internet-focused marketing channels, including organic search, local display advertis-
ing and pay-per-click.
Some of the factors that could prevent us from successfully advertising and marketing our institutions’ programs and from
successfully enrolling and retaining students in those programs include, but are not limited to:
• the emergence of more, and more successful, competitors;
• factors related to our institutions’ marketing, including the costs of internet advertising and multi-faceted interactive
marketing campaigns;
• challenges in designing marketing campaigns that successfully attract college-ready students;
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FORM 10-K •
limits on our ability to attract and retain effective employees because of the incentive payment rule, as described more fully
below in “Risks Related to the Regulation of our Industry”;
• performance problems with our institutions’ online systems;
• our institutions’ failure to maintain accreditation, state authorization, eligibility for Title IV programs, or other approvals;
•
increased regulation of online education, including in states in which we do not have a physical presence;
• regulatory investigations or litigation that may damage our reputation;
• student dissatisfaction with our institutions’ services and programs;
• failure to develop a message or image for APUS that resonates well with non-military students;
• a dilution of our brand as a result of the HCON acquisition or other expansion;
• adverse publicity regarding us, our institutions, our competitors, or online or for-profit education generally;
• adverse developments in APUS’s relationships with military officers and other leaders in the military community;
•
inability to integrate the HCON acquisition in an efficient and timely manner;
• a decline in the acceptance of online education generally; and
• a decrease in the perceived or actual economic benefits that students derive from our institutions’ programs or programs
provided by for-profit schools generally.
To continue to grow and diversify the student body of APUS, we will need to identify marketing channels that support that
growth and diversification while also attracting students who perform well at APUS upon enrollment. However, because our
tuition is generally lower than that of most of our competitors, we have fewer dollars available to spend on marketing and
advertising than they do. As a result, we may decide to implement new marketing tactics and channels with which we have no
experience and no guarantee of success. Accordingly, we may find it increasingly difficult to continue to compete and grow and
diversify our enrollments at APUS. If we are unable to continue to develop awareness of our institutions and the programs we
offer, and to enroll and retain students in military and non-military markets, our enrollments would suffer and our ability to
increase revenues and maintain profitability would be significantly impaired.
The success of the HCON acquisition depends, in part, on our ability to maintain and increase student enrollments in HCON’s
programs. Prior to the HCON acquisition, we had no experience with attracting new students to and retaining students in
educational programs offered primarily on physical campuses. If we are unable to retain HCON’s marketing personnel and to
develop our expertise in marketing such programs, we may not be able to successfully execute our long-term strategic plan to
diversify our business and expand our programs, which would negatively affect our operating results.
System disruptions and security breaches to our online computer networks, technology infrastructure, or
online classroom infrastructure, or to the networks, infrastructures and systems of third parties, could
negatively impact our ability to generate revenue and could damage our reputation, limiting our ability to
attract and retain students.
The performance and reliability of our and our institutions’ networks and technology infrastructure, including those of third-
party systems we use, is critical to our institutions’ reputation and ability to attract and retain students. Any system error or
failure, or a sudden and significant increase in bandwidth usage, could interrupt our or our institutions’ ability to operate and
could result in the unavailability of our institutions’ online classrooms (which is particularly relevant to APUS), preventing
students from accessing their courses and adversely affecting our results of operations.
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AMERICAN PUBLIC EDUCATION, INC. Our systems at APUS, particularly those proprietary information systems and processes that we refer to as Partnership At a
Distance™, or PAD, have been predominantly developed in-house, with limited support from outside vendors. To the extent that
we have utilized third-party vendors to provide certain software products for our systems, we have generally needed to
integrate those products into, and ensure that they function with, PAD. We continuously work on upgrades to PAD, and our
employees devote substantial time to its development, and to the successful integration of third-party products into PAD. To the
extent that we face system disruptions or malfunctions with PAD, we may not have the capacity to address such disruptions or
malfunctions with our internal resources, and we may not be able to identify outside contractors with expertise relevant to our
custom system.
Our institutions’ technology infrastructure, and the technology infrastructure of our third-party vendors, could be vulnerable to
interruption or malfunction due to events beyond our control, including natural disasters, cyber attacks, hacker or terrorist
activities, and telecommunications failures. Our computer networks, and the networks of our third-party vendors, may also be
vulnerable to unauthorized access, computer hackers, computer viruses and other security problems. A user who circumvents
security measures could misappropriate proprietary information or personal information about our students or employees, or
could cause interruptions or malfunctions in operations. If we or third parties with access to our systems, or to our proprietary
information or personal information about our students or employees, experience security breaches in the future, we may be
required to expend significant resources to protect against the threat of these security breaches or to alleviate problems caused
by such breaches, which could include litigation from our students or employees or the impositions of penalties.
We engage multiple security assessment providers on a periodic basis to review and assess our security. We utilize this informa-
tion to audit ourselves to ensure that we are adequately monitoring the security of our technology infrastructure. However, we
cannot assure you that these security assessments and audits will protect our computer networks against the threat of security
breaches. Similarly, although we require our third-party vendors to maintain a level of security that is acceptable to us and work
closely with our third-party vendors to address potential and actual security concerns and attacks, we cannot assure you that we
and our systems and proprietary information or personal information about our students or employees will be protected against
the threat of security attacks on our third-party vendors that affect our systems or such information. System disruptions and
security breaches to our online computer networks, technology infrastructure, or online classroom infrastructure, or to the
networks, infrastructures and systems of third parties could have an adverse effect on our financial condition.
The personal information that we collect may be vulnerable to breach, theft or loss that could adversely affect
our reputation and operations.
Possession and use of personal information in our institutions’ operations subjects us to risks and costs that could harm our
business. Our institutions may collect, use, and retain large amounts of personal information regarding our students and their
families, including social security numbers, tax return information, personal and family financial data, bank account information,
and credit card numbers. Our institutions also collect and maintain personal information of employees in the ordinary course of
our business. Some of this personal information is held and managed by certain third-party vendors, including our third-party
servicers and IT vendors. Although our institutions use security and business controls to limit access and use of personal
information, a third party may be able to circumvent those security and business controls, which could result in a breach of
student or employee privacy. In addition, errors in the storage, use or transmission of personal information could result in a
breach of student or employee privacy. Possession and use of personal information in our institutions’ operations also subjects
us to legislative and regulatory burdens that could restrict the use of personal information and require notification of data
breaches. We cannot guarantee that a breach, loss or theft of personal information will not occur. A violation of any laws or
regulations relating to the collection or use of personal information could result in the imposition of fines or lawsuits against us
or our institutions. As a result, we may be required to expend significant resources to protect against the threat of these
security breaches or to alleviate problems caused by such breaches. A breach, theft, or loss of personal information regarding
77
FORM 10-K our institutions’ students and their families or our institutions’ employees that is held by our institutions or third-party vendors
could have a material adverse effect on our institutions’ reputations and results of operations and result in liability under
foreign, state and federal privacy statutes and legal actions by state attorneys general and private litigants, any of which could
divert management’s attention and have a material adverse effect on our business, financial condition, results of operations and
cash flows.
We face an ever increasing number of threats to our computer systems, including unauthorized activity and access, malicious
penetration, system viruses, malicious code and organized cyber-attacks, which could breach our security and disrupt our
systems. These risks increase when we make changes to our IT systems or implement new ones. Our size makes us a prominent
target for hacking and other cyber attacks within the education industry. From time to time we experience security events and
incidents, and these reflect an increasing level of malicious sophistication, organization and innovation. We have devoted and
will continue to devote significant resources to the security of our computer systems, but they may still be vulnerable to these
threats. A user who circumvents security measures could misappropriate proprietary information or cause interruptions or
malfunctions in operations, perhaps over an extended period of time prior to detection. As a result, we may be required to
expend significant additional resources to protect against the threat of or alleviate problems caused by these system disruptions
and security breaches. Any of these events could have a material adverse effect on our business and financial condition.
Although we maintain insurance in respect of these types of events, there is no assurance that available insurance proceeds
would be adequate to compensate us for damages sustained due to these events.
Failure to comply with privacy laws or regulations could have an adverse effect on our business.
Various federal, state and international laws and regulations govern the collection, use, retention, sharing and security of
consumer data. This area of the law is evolving, and interpretations of applicable laws and regulations differ. Legislative activity
in the privacy area may result in new laws that are relevant to us and the operations of our institutions, for example, use of
consumer data for marketing or advertising. Claims of failure to comply with our institutions’ privacy policies or applicable laws
or regulations could form the basis of governmental or private-party actions against us. Such claims and actions may cause
damage to our institutions’ reputation and could have an adverse effect on our financial condition.
Any significant interruption in the operation of data centers hosting our institutions’ technology infrastructure
could cause a loss of data and disrupt the ability to manage our institutions’ technology infrastructure.
Any significant interruption in the operation of our institutions’ data centers or server rooms could cause a loss of data and
disrupt the ability to manage network hardware and software and technological infrastructure. Even with redundancy, a
significant interruption in the operation of these facilities or the loss of institutional and operational data due to a natural
disaster, fire, power interruption, act of terrorism or other unanticipated catastrophic event may not be preventable. Any
significant interruption in the operation of these facilities, including an interruption caused by the failure to successfully expand
or upgrade systems or manage transitions and implementations, could reduce the ability to manage network and technological
infrastructure, which could adversely affect our institutions’ operations and reputations. Additionally, our institutions do not
necessarily control the operation of the facilities hosting our technology infrastructure and may be required to rely on other
parties to provide physical security, facilities management and communications infrastructure services. If any third-party
vendors encounter financial difficulty such as bankruptcy or other events beyond our control that causes them to fail to secure
adequately and maintain their facilities or provide necessary data communications capacity, our institutions’ students may
experience interruptions in service or the loss or theft of important data, which could adversely affect our financial condition.
78
AMERICAN PUBLIC EDUCATION, INC. Government regulations relating to the internet could increase our cost of doing business and affect our
ability to grow.
Government regulations relating to the internet could increase our cost of doing business and affect our ability to grow. The
increasing reliance on and use of the internet and other online services has led and may continue to lead to the adoption of new
laws and regulatory practices in the United States or foreign countries and to new interpretations of existing laws and regula-
tions. These new laws and interpretations may relate to issues such as online privacy, internet neutrality, copyrights, trade-
marks and service marks, sales taxes, fair business practices, and the requirement that online education institutions qualify to
do business as foreign corporations or be licensed in one or more jurisdictions where they have no physical location. New laws,
regulations or interpretations related to doing business over the internet could increase our costs of compliance or doing
business and materially affect our institutions’ ability to offer online courses, which would have a material effect on our
business and financial condition.
Risks Related to the Regulation of Our Industry
If we or our institutions fail to comply with the extensive regulatory requirements for the operation of
postsecondary education institutions, we and our institutions could face penalties and significant restrictions on
operations, including loss of access to DoD tuition assistance programs and federal student loans and grants.
We and our institutions are subject to extensive regulation by (1) accrediting agencies recognized by the U.S. Secretary of
Education, (2) state regulatory bodies, and (3) the federal government, through ED. Because APUS participates in DoD tuition
assistance and VA education benefits programs administered by DoD and the VA, respectively, and HCON participates in VA
benefit programs, they are also subject to oversight by those agencies. The regulations, standards, and policies of these
organizations cover the vast majority of our institutions’ operations, including their educational programs, facilities, instructional
and administrative staff, administrative procedures, marketing, recruiting, financial operations, and financial condition. These
regulatory requirements can also affect the ability to acquire new institutions, to open new locations, to add new or expand
existing educational programs, to change our corporate structure or ownership, and to make other substantive changes. These
requirements can also increase our cost of operations.
Findings of noncompliance with these laws, regulations, standards, and policies could result in any of the relevant regulatory
agencies taking action including: imposing monetary fines, penalties, or injunctions; limiting operations, including restricting our
institutions’ ability to offer new programs of study or to open new locations, or imposing limits on our growth; limiting or
terminating our ability to grant degrees; restricting or revoking our institutions’ accreditation, licensure, or other approval to
operate; limiting, suspending, or terminating our institutions’ eligibility to participate in Title IV, DoD tuition assistance, or other
financial aid programs by requiring us to repay funds, post a letter of credit, become subject to payment methods for Title IV
programs that are not the advance payment system; subjecting us to civil or criminal penalties; or other actions that could have
a material adverse effect on our business.
The regulations, standards, and policies of ED, state regulatory bodies, and our institutions’ accrediting agencies change
frequently and are subject to interpretive ambiguities, particularly where they are written for institutions that offer on-campus
instruction, such as HCON, rather than online institutions, such as APUS. Recent and pending changes in, or new interpretations
of, applicable laws, regulations, standards, or policies, or our noncompliance with any applicable laws, regulations, standards, or
policies, could have a material adverse effect on our accreditation, authorization to operate in various states, permissible
activities, receipt of funds under DoD tuition assistance programs, our ability to participate in Title IV programs, our ability to
participate in VA education benefit programs, or costs of doing business. We cannot predict with certainty how all of these
regulatory requirements will be applied or whether we will be able to comply, or will be deemed by others to have complied,
79
FORM 10-K with all of the requirements. In the section entitled “Regulatory Environment” of this Annual Report and these Risk Factors,
we have described some of the more significant risks related to the ability of our institutions to comply with the regulations,
standards, and policies of ED, state regulatory bodies, and our accrediting agencies.
In addition, in some circumstances of noncompliance or alleged noncompliance, we may be subject to “qui tam” lawsuits under
the Federal False Claims Act or various, similar, state false claim statutes, and various “whistleblower” statutes. In Federal False
Claims Act actions, private plaintiffs seek to enforce remedies under the Federal False Claims Act on behalf of the U.S. and, if
successful, are entitled to recover their costs and to receive a portion of any amounts recovered by the U.S. in the lawsuit. A
similar process applies to state false claim statutes. These lawsuits can be prosecuted by a private plaintiff in respect of some
action taken by us, even if ED or another regulatory body does not agree with plaintiff’s theory of liability, or the government
can intervene and become a party to the lawsuit. Qui tam lawsuits have the potential to generate very significant damages
linked to our receipt of Title IV funding.
If our institutions fail to maintain their institutional accreditation, they would lose the ability to participate in
DoD tuition assistance programs and also to participate in Title IV programs.
As described more fully above in each operating segment’s section on “Business—Company Overview—Accreditation” and
“Regulatory Environment—Accreditation,” each of our institutions is accredited by an institutional accrediting agency recog-
nized by the Secretary of Education. Accreditation by an accrediting agency that is recognized by the Secretary of Education is
required for participation in DoD tuition assistance programs and for an institution to become and remain eligible to participate
in Title IV programs. APUS participates in DoD tuition assistance programs and Title IV programs, and HCON participates in
Title IV programs.
Our institutions’ accrediting agencies may impose restrictions on their accreditation or may terminate their accreditation. To
remain accredited, our institutions must continuously meet certain criteria and standards relating to, among other things,
performance, governance, institutional integrity, educational quality, faculty, administrative capability, resources, and financial
stability. Failure to meet any of these criteria or standards could result in the loss of accreditation at the discretion of the
accrediting agencies. The complete loss of accreditation would, among other things, render our institutions’ and their students
ineligible to participate in DoD tuition assistance programs or Title IV programs, and have a material adverse effect on our
enrollments, revenues, and results of operations.
Our institutions’ student enrollments could decline if they fail to maintain accreditation.
Institutional accreditation is an important attribute of our institutions. Colleges and universities depend, in part, on accreditation
in evaluating transfers of credit and applications to graduate schools; some institutions will accept transfer credit only from
regionally accredited institutions. Employers rely on the accredited status of institutions when evaluating a candidate’s creden-
tials, and students, corporations, and government sponsors under tuition reimbursement programs look to accreditation for
assurance that an institution maintains quality educational standards. Failure to maintain our institutional accreditation would
have a material adverse effect on our enrollments, revenues, and results of operations. In addition, certain of our individual
programs are accredited by specialized accrediting agencies, or recognized by professional organizations. If we fail to satisfy the
standards of these specialized accrediting agencies and professional organizations, we could lose the specialized accreditation
or professional recognition for the affected programs, which could result in materially reduced student enrollments in those
programs and have a material adverse effect on us. In addition, in certain cases, professional licensure will not be granted if an
applicant for licensure earned the relevant educational credential from an institution or educational program that lacks regional
or specialized accreditation. Failure to obtain or maintain specialized accreditation or professional recognition for certain
programs could result in materially reduced student enrollments in affected programs and have a material adverse effect on us.
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AMERICAN PUBLIC EDUCATION, INC. Increased scrutiny of accrediting agencies by the Secretary of Education and the U.S. Congress may result
in increased scrutiny of institutions, particularly for-profit institutions, by accrediting agencies, and if the
accrediting agency of one of our institutions would lose its ability to serve as an accrediting agency for
Title IV program purposes, that institution may lose its ability to participate in Title IV programs.
APUS is accredited by the Higher Learning Commission, or HLC. In December 2009, the ED Office of the Inspector General, or
OIG, recommended that ED consider limiting, suspending, or terminating HLC’s recognition as an accreditor for purposes of
determining institutional eligibility to participate in Title IV programs. HLC received additional scrutiny in June 2010 during a
House Education and Labor Committee hearing focused on OIG’s findings with regard to credit hour policies. Increased scrutiny
of accrediting agencies by the Secretary of Education and Congress in connection with ED’s recognition process may result in
increased scrutiny of institutions by accrediting agencies.
In December 2010, the National Advisory Committee on Institutional Quality and Integrity, or NACIQI, the panel charged with
advising ED on whether to recognize accrediting agencies for Title IV purposes, reviewed HLC’s status as a recognized accredit-
ing agency. At that time, NACIQI voted to continue HLC’s recognition as an accrediting agency but also ordered the agency to
submit an additional compliance report in one year. At its December 2011 meeting, NACIQI characterized HLC’s report as
“informational” and noted that no vote was to be taken on it. In June 2013, NACIQI voted to recommend continuation of HLC’s
recognition as an accrediting agency until it reaches a final decision on whether to re-recognize HLC. Although NACIQI was next
scheduled to review HLC for recognition purposes in the spring of 2014, HLC was not on the June 2014 or December 2014
NACIQI meeting agendas. We cannot predict the outcome of NACIQI’s review of HLC’s recognition.
HCON is accredited by the Accrediting Council for Independent Colleges and Schools, or ACICS. In June 2011, NACIQI reviewed
ACICS’s status as a recognized accrediting agency. At that time, NACIQI voted to continue ACICS’s recognition as an accrediting
agency but also ordered the agency to bring itself into compliance and submit within one year a report demonstrating its efforts
to address concerns related to, among other things, the agency’s experience in accrediting doctoral programs, the composition
of its review teams and decision-making bodies, access to institutional files, and review and monitoring of student achievement,
and reporting of the results to the institution. In June 2013, upon review of the compliance report submitted by ACICS, NACIQI
voted to renew ACICS’s recognition for a period of three years.
If ED ceased to recognize one of our institutional accrediting agencies for any reason, the institution accredited by that agency
would not be eligible to participate in Title IV programs unless the institution was accredited by another accrediting agency
recognized by ED, or ED continued to certify the eligibility of the institution to participate in Title IV programs. ED may continue to
certify an institution for a period no longer than 18 months after the date such recognition ceased. The ineligibility of our institu-
tions to participate in Title IV programs would have a material adverse effect on enrollments, revenues, and results of operations.
National or regional accreditation agencies may prescribe more rigorous accreditation standards for our
institutions, which could have a material adverse effect on our student enrollment, revenues and cash flows.
The accreditation standards of the national or regional accreditation agencies that accredit our institutions can and do vary, and
the accreditation agencies may prescribe more rigorous standards than are currently in place. Complying with more rigorous
accreditation standards could require significant changes to the way we operate our business and increase our administrative
and other costs. No assurances can be given that our institutions would be able to comply with more rigorous accreditation
standards in a timely manner or at all. If one of our institutions does not meet its accreditation requirements, its accreditation
could be limited, modified, suspended, or terminated. Failure to maintain accreditation would make such institution ineligible to
participate in DoD tuition assistance and Title IV programs, which could have a material adverse effect on the institution’s
student enrollment and revenues.
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FORM 10-K Because of rapid growth in, and increased scrutiny of, the for-profit education sector, accrediting bodies may adopt new or
revised criteria, standards, and policies that are intended to monitor, regulate, or limit the growth of for-profit institutions like
ours. For example, in June 2009, HLC adopted new policies related to institutional control, structure, and organization. The
policies extend HLC’s oversight to transactions that change, or have the potential to change, the control of an institution or its
fundamental structure and organization. Under the policies, HLC also now extends its oversight to defined changes that occur in
a parent or controlling entity, and not necessarily in the institution itself. Actions by, or relating to, an accredited institution,
including a significant acquisition of another institution, significant changes in board composition or organizational documents,
and accumulations by one stockholder of greater than 25% of the capital stock, could result in additional reviews by HLC and
possible change from an accredited status to candidate status, which enhances the risks associated with these types of
actions. In particular, the change from accredited status to candidate status could adversely impact an institution’s ability to
participate in Title IV programs. For-profit institutions may also be less attractive acquisition candidates because HLC has
enhanced its scrutiny of change in control transactions, obtained the explicit ability to move an institution from accredited
status to candidate status, and will be examining more closely entities that own accredited institutions.
Beginning in 2012, ACICS, HCON’s accreditor, established compliance standards to measure student retention, graduate
placement and licensure passage rates. In the event that a campus or program offered by a campus fails to meet the minimum
compliance standard for two consecutive years after notice from ACICS and does not satisfy the requirement for a waiver,
ACICS may withdraw accreditation from the campus or program. The compliance standards for retention and graduate place-
ment increased substantially from 2012 to 2013. If one of the HCON campuses fails to meet the compliance standards for either
student retention or graduate placement enrollment in such HCON campuses, programs could decline, which could have a
material adverse impact on HCON’s student enrollment, revenues and cash flows.
If our institutions fail to maintain state authorization in the states where they are physically located, the
institutions would lose their ability to grant degrees and other credentials in that state and to participate
in Title IV programs.
As discussed in the “Regulatory Environment—State Licensure/Authorization” section of this Annual Report, to participate in
Title IV programs, an institution must be legally authorized by the relevant education agency of the state in which it is physically
located. Loss of state authorization by one of our institutions in the state in which it is physically located would cause that
institution to be ineligible to participate in Title IV programs and to lose its ability to grant credentials.
APUS is physically headquartered in the State of West Virginia and is currently authorized to offer its programs by the West
Virginia Higher Education Policy Commission, or WVHEPC, the regulatory agency governing postsecondary education in the
State of West Virginia. Such authorization may be lost, limited or withdrawn if APUS fails to comply with material require-
ments under West Virginia statutes and rules for continued authorization. Under current law, if APUS were to lose its
regional accreditation by HLC, WVHEPC may suspend, withdraw, or revoke APUS’s authorization. In addition, in order to
maintain our eligibility for accreditation by HLC, we must remain headquartered and have a substantial presence in one of
the states in its region, which includes West Virginia. Thus, if APUS were to lose its authorization from WVHEPC, APUS
would be unable to provide educational services in West Virginia, we would lose our eligibility for Title IV programs, and
APUS would lose its HLC accreditation.
HCON is located in the State of Ohio and is authorized by the Ohio State Board of Career Colleges and Schools and the Ohio
Board of Regents. Such authorization may be limited, suspended, or revoked if HCON fails to submit renewal applications or
other required submissions to the state in a timely manner, or if HCON fails to comply with material requirements under
applicable Ohio statutes and rules for continued authorization. Continued state authorization is required in order to maintain
ACICS accreditation. If HCON were to lose its authorization from the Ohio State Board of Career Colleges and Schools, HCON
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AMERICAN PUBLIC EDUCATION, INC. would be unable to provide educational services in Ohio, HCON would lose its eligibility for Title IV programs, and HCON would
lose its accreditation. If HCON were to lose its authorization from the Ohio Board of Regents, HCON would be unable to offer
the online registered nurse to bachelor of science in nursing completion program in Ohio. If HCON were to lose approval from
the Ohio Board of Nursing for the Diploma in Practical Nursing or the Associate Degree in Nursing, students in the program
lacking approval would not be eligible to apply for licensure by examination to practice nursing in Ohio.
Effective July 1, 2011, ED regulations provide that a proprietary institution is considered legally authorized by a state if the state
has a process to review and appropriately act on complaints concerning the institution, including enforcing applicable state
laws, and the institution complies with any applicable state approval or licensure requirements consistent with the new rules.
If a state in which one of our institutions is located fails to comply in the future with the provisions of that regulation, our
institutions’ ability to operate in that state and to participate in Title IV programs could be limited or terminated. For additional
information on these regulations please refer to the “Regulatory Environment—ED’s State Licensure/Authorization Regulatory
Requirements” section of this Annual Report.
Our institutions’ failure to comply with regulations of various states could result in actions taken by those states
that would have a material adverse effect on our enrollments, revenues, and results of operations.
Various states impose regulatory requirements on educational institutions operating within their boundaries. Many states
assert jurisdiction over online educational institutions that have no physical location or other presence in the state but offer
educational services to students who reside in the state or advertise to or recruit prospective students in the state. State
regulatory requirements for online education are inconsistent among states and not well developed in many jurisdictions. As
such, these requirements change frequently and, in some instances, are not clear or are left to the discretion of state regulators.
For information about those jurisdictions in which APUS and HCON are authorized, see “Regulatory Environment—State
Licensure/Authorization” in this Annual Report. To the extent that we have obtained, or obtain in the future, additional authori-
zations or licensure, changes in state laws and regulations and the interpretation of those laws and regulations by the applica-
ble regulators may limit our ability to offer educational programs and award degrees. Some states may also prescribe financial
regulations that are different from those of ED. If we fail to comply with state licensing or authorization requirements, we may
be subject to the loss of state licensure or authorization. If we fail to comply with state requirements to obtain licensure or
authorization, we may be the subject of injunctive actions or penalties.
As described in “Regulatory Environment—State Licensure/Authorization” in this Annual Report, ED’s Program Integrity
Regulations provided that if an institution offered postsecondary education through distance education to students in a state, it
was required to obtain any necessary approvals to do so. However, on July 12, 2011, the U.S. District Court for the District of
Columbia upheld ED’s power to promulgate regulations on state authorization for distance education but vacated on procedural
grounds those provisions of the Program Integrity Regulations, and on June 5, 2012, the U.S. Court of Appeals for the District of
Columbia affirmed the district court’s ruling. In November 2013, ED announced its intent to establish a negotiated rulemaking
panel to consider regulations for, among other issues, state authorization of programs offered through distance education.
Negotiated rulemaking sessions occurred in the winter and spring of 2014, but the negotiating committee did not reach consen-
sus. In June 2014, ED announced that it would delay the release of proposed rules regarding state authorization for distance
education. No assurance can be given with respect to whether ED will adopt new rules on state authorization for distance
education or, in the event that such regulations are adopted, our ability to comply with the new regulations. Should ED adopt
new rules addressing licensing requirements for distance education, and if one of our institutions fails to obtain or maintain
required state authorization to provide postsecondary distance education in a specific state, the institution could lose its ability
to award Title IV aid to students in that state.
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FORM 10-K The inability of our institutions’ graduates to obtain professional licensure, employment or other outcomes in
their chosen fields of study could reduce our enrollments and revenues, and potentially lead to litigation that
could be costly to us.
Certain of our institutions’ graduates seek professional licensure, employment or other outcomes in their chosen fields following
graduation. Their success in obtaining these outcomes depends on several factors, including, for example, the individual merits
of the graduate; whether the institution and the program were approved by the state in which the graduate seeks licensure, or
by a professional association; whether the program from which the student graduated meets all state requirements for profes-
sional licensure; and whether the institution or program has any required accreditation. Certain states have refused to license or
certify students from particular APUS programs on grounds that the program did not meet one or more of the state’s specific
licensure requirements or was not approved by the state for purposes of professional licensure. Based on challenges related to
satisfying varying state rules regarding eligibility for teacher licensure in a state, APUS determined not to enroll new students in
any of its initial teacher licensure programs as of December 2014.
To apply for licensure to practice nursing in Ohio, an applicant must have successfully completed a nursing education program
that is approved by the Ohio Board of Nursing. Regulations of the Ohio Board of Nursing, which approves the HCON Practical
Nurse, or PN program, and Associates Degree in Nursing, or ADN programs, require that a nursing education program such as
the HCON PN and ADN programs must have a pass rate on the relevant NCLEX licensure exam that is at least ninety-five
percent of the national average for first-time candidates in a calendar year. If a program does not attain such pass rate, the
program may face sanctions, including, after four consecutive years of failing to meet that standard, placement on provisional
approval status. If a program on provisional approval continues to fail to meet the requirements of the Ohio Board of Nursing,
the Ohio Board of Nursing may withdraw its approval of the program.
The state requirements for licensure are subject to change, as are the professional certification standards, and we may not
become aware of changes that may impact our students in certain instances. In addition, requirements for employment vary
from employer to employer and from field to field. In the event that one or more states refuses to recognize our institutions’
students for professional licensure based on factors relating to our institutions or programs, the potential growth of our
institutions’ programs would be negatively impacted, which could have a material adverse effect on our business, financial
condition, results of operations and cash flows. Further, to the extent our graduates fail to satisfy requirements for employment
by particular employers or in a particular profession based on characteristics of their program, the potential growth of our
institutions’ programs would be negatively impacted, which could have a material adverse effect on our business, financial
condition, results of operations and cash flows. In addition, we and our institutions could be exposed to litigation that would
force us to incur legal and other expenses that could have a material adverse effect on our business, financial condition, results
of operations and cash flows.
Our institutions must periodically seek recertification to participate in Title IV programs, and may, in certain
circumstances, be subject to review by the Department of Education prior to seeking recertification, and our
future success may be adversely affected if our institutions are unable to successfully maintain certification or
obtain recertification.
An institution generally must seek recertification from ED at least every six years and possibly more frequently depending on
various factors, such as whether it is provisionally certified. ED may also review an institution’s continued eligibility and
certification to participate in Title IV programs, or scope of eligibility and certification, in the event the institution undergoes a
change in ownership resulting in a change of control, or expands its activities in certain ways, such as the addition of certain
types of new programs, addition of new locations, or, in certain cases, changes to the academic credentials that it offers. In
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AMERICAN PUBLIC EDUCATION, INC. certain circumstances, ED must provisionally certify an institution, such as when it is an initial participant in Title IV programs,
or has undergone a change in ownership and control.
A provisionally certified institution must apply for and receive ED approval of substantial changes and must comply with any
additional conditions included in its program participation agreement. If ED determines that a provisionally certified institution is
unable to meet its responsibilities under its program participation agreement, it may seek to revoke the institution’s certification
to participate in Title IV programs with fewer due process protections for the institution than if it were fully certified.
APUS is fully recertified to participate in Title IV programs through September 30, 2020. APUS will be required to apply timely
for recertification in order to continue to participate in the Title IV programs after September 30, 2020. HCON was deemed to
have undergone a change of ownership and control in November 2013, requiring review by ED in order to reestablish eligibility
and continue participation in Title IV programs. As described more fully in “Regulatory Environment—Student Financing Sources
and Related Regulations/Requirements—Regulatory Actions and Restrictions on Operations—Change in Ownership Resulting
in a Change of Control,” ED has granted HCON temporary provisional certification on a month-to-month basis until ED makes a
determination on HCON’s application for approval of the change of ownership and control. ED has requested various pieces of
supplemental information which is more fully described in the applicable section of the “Business—Regulatory Environment”
section of this Annual Report. Until that determination, HCON operates under a Temporary Provisional Program Participation
Agreement, or TPPPA. HCON must comply with specific conditions while it is provisionally certified. If ED approves an applica-
tion after a change in ownership and control, it will issue a provisional certification extending for a period expiring not later than
the end of the third complete award year following the date of provisional certification.
If ED were to withdraw or not renew our institutions’ certification to participate in Title IV programs, our students would no
longer be able to receive Title IV program funds, which would have a material adverse effect on our enrollments, revenues, and
results of operations. Our students would also no longer be able to use DoD tuition assistance to pay for our programs because
the DoD MOU requires an institution to participate in the Title IV programs in order to be able to participate in the DoD tuition
assistance program. Loss of participation in the DoD tuition assistance program would have a material adverse effect on our
enrollments, revenues and results of operations.
A failure to demonstrate “administrative capability” may result in the loss of eligibility to participate in
Title IV programs.
ED regulations specify extensive criteria an institution must satisfy to establish that it has the requisite “administrative
capability” to participate in Title IV programs and the sanctions ED may impose if an institution fails to satisfy any of those
criteria. To meet the administrative capability standards, an institution must, among other things, comply with all applicable
Title IV requirements, including with respect to the administration of Title IV programs and the processing of Title IV program
funds. See “Regulatory Environment—Federal Support and Regulation of Postsecondary Education—Regulation of Title IV
Financial Aid Programs—Administrative Capability.” If an institution fails to satisfy any of the administrative capability require-
ments, ED may require the repayment of federal student financial aid funds, transfer the institution from the “advance” system
of payment of Title IV program funds to cash monitoring status, or to the “reimbursement” method of payment, place the
institution on provisional certification status, or commence a proceeding to impose a fine or to limit, suspend, or terminate the
participation of the institution in Title IV programs.
If one of our institutions is found not to have satisfied ED’s “administrative capability” requirements, it could be limited in its
access to, or lose, Title IV program funding, which would limit our potential for growth and adversely affect our enrollment,
revenues, and results of operations.
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FORM 10-K A failure to demonstrate “financial responsibility” may result in the loss of eligibility by one of our institutions to
participate in Title IV programs or require the posting of a letter of credit in order to maintain eligibility to
participate in Title IV programs.
To participate in Title IV programs, an eligible institution must satisfy specific measures of financial responsibility prescribed by
ED, or post a letter of credit in favor of ED and possibly accept other conditions, such as provisional certification, additional
reporting requirements, or regulatory oversight of its participation in Title IV programs. ED may also apply such measures of
financial responsibility to a parent company of an eligible institution and, if such measures are not satisfied by the parent
company, require the institution to post a letter of credit in favor of ED, and possibly accept other conditions on its participation
in Title IV programs. An obligation to post a letter of credit, or to accept other conditions, such as a change in our system of Title
IV payment from ED for purposes of disbursement, could increase our costs of regulatory compliance, or affect our cash flow. If
one of our institutions is found not to have satisfied ED’s “financial responsibility” requirements, it could be limited in its access
to, or lose, Title IV program funds, which would limit our potential for growth and adversely affect our enrollment, revenues, and
results of operations. If we, as the parent company of an eligible institution, are found not to have satisfied ED’s financial
responsibility requirements, all of our institutions could be limited in their access to, or lose, Title IV program funds.
If our institutions do not comply with the 90/10 Rule, they will lose eligibility to participate in federal student
financial aid programs.
A provision of the HEA requires all proprietary education institutions to comply with what is commonly referred to as the 90/10
Rule, which imposes sanctions on participating institutions that derive more than 90% of their total revenue on a cash account-
ing basis from Title IV programs as calculated under the regulations. For more information including the 90/10 calculations for
our institutions, see “Regulatory Environment—Student Financing Sources and Related Regulations/Requirements—
Department of Education—Regulation of Title IV Financial Aid Programs—The 90/10 Rule.”
The 90/10 Rule percentage for our institutions could increase in the future, depending on the impact of future changes in our
enrollment mix, and regulatory and other factors outside our control, including any reduction in tuition assistance provided by
the DoD for service members and education benefits provided by the VA for veterans, or changes in the treatment of such
funding for purposes of the 90/10 Rule calculation. Currently, DoD tuition assistance and VA education benefits are not treated
as Title IV revenue under the 90/10 Rule and, therefore, for APUS, a majority of such funding is included in the “10%” portion of
the rule calculation. A reduction in the availability of this type of funding, or a change (through legislation, regulatory action or
an executive order) that requires that those funds be treated in the same manner as Title IV funding under the 90/10 Rule, would
increase our 90/10 Rule percentage. If any of our institutions violates the 90/10 Rule and loses eligibility to participate in Title IV
programs, its ineligibility to participate in Title IV programs would have a material adverse effect on our enrollments, revenues,
results of operations and cash flows.
Our institutions’ failure to comply with the Department of Education’s incentive payment rule could result
in sanctions.
If one of our institutions pays a bonus, commission, or other incentive payment in violation of applicable ED rules, that institu-
tion could be subject to sanctions, which could have a material adverse effect on our business. As described in “Regulatory
Environment—Student Financing Sources and Related Regulations/Requirements—Department of Education—Regulation of
Title IV Financial Aid Programs—Incentive Payment Rule,” abolition of regulatory safe harbors that described permissible
arrangements, and other recent changes in the regulation, may create uncertainty about what constitutes impermissible
incentive payments. The modified incentive payment rule and related uncertainty as to how it will be interpreted also may
influence our approach, or limit our alternatives, with respect to employment policies and practices and consequently may affect
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AMERICAN PUBLIC EDUCATION, INC. negatively our ability to recruit and retain employees, and, as a result, our business could be materially and adversely affected.
In addition, the Government Accountability Office, or GAO, has issued a report critical of ED’s enforcement of the incentive
payment rule, and ED has undertaken to increase its enforcement efforts.
If ED determines that one of our institutions violated the incentive payment rule, it may require the institution to modify its
payment arrangements to ED’s satisfaction. ED may also fine the institution or initiate action to limit, suspend, or terminate the
institution’s participation in Title IV programs. ED may also seek to recover Title IV funds disbursed in connection with the
prohibited incentive payments. In addition, third parties may file “qui tam” or “whistleblower” suits on behalf of ED alleging
violation of the incentive payment provision. Such suits may prompt ED investigations, and the government may determine to
intervene in the lawsuits. Particularly in light of the uncertainty surrounding the modified incentive payment rule, the existence
of, the costs of responding to, and the outcome of, qui tam or whistleblower suits or ED investigations could have a material
adverse effect on our reputation causing our enrollments to decline, could cause us to incur costs that are material to our
business, and could impact the ability of our institutions to participate in Title IV programs, among other things. As a result, our
business could be materially and adversely affected.
A failure to comply with the Department of Education’s “gainful employment” regulations could result in the loss
of eligibility to participate in Title IV programs.
Under the HEA proprietary schools are generally eligible to participate in Title IV programs only in respect of educational
programs that prepare students for “gainful employment in a recognized occupation.” Historically, this concept has not been
defined in detailed regulations. On October 29, 2010 and June 13, 2011, the Department of Education (“ED”) published final
regulations on gainful employment. For more information, see “Regulatory Environment—Federal Support and Regulation of
Postsecondary Education—Regulation of Title IV Financial Aid Programs—Gainful Employment” in this Annual Report. In
response to a legal challenge to ED’s gainful employment regulations, on June 30, 2012 the U.S. District Court for the District of
Columbia struck down the debt measures and all other gainful employment requirements except the disclosure requirements. On
March 19, 2013, the court denied ED’s motion to reinstate certain of those regulations. Because the disclosure requirements
were not stuck down, we are required to comply with the disclosure requirements. ED convened a negotiated rulemaking
committee in September 2013 specifically on the topic of gainful employment programs. For more information about the
committee’s work, see “Regulatory Environment—Recent Legislative and Regulatory Matters—Regulatory Activity—Pending
Rulemakings” in this Annual Report. On March 14, 2014, ED released a Notice of Proposed Rulemaking related to gainful
employment programs.
On October 31, 2014, ED released final regulations, which will go into effect on July 1, 2015. The final regulations establish
debt-related measures for determining whether certain postsecondary education programs prepare students for gainful
employment in a recognized occupation. The final regulations set forth two debt-to-earnings measures: an annual earnings rate
and a discretionary income rate. Under the final rule, a program will pass the measures if its graduates have annual loan
payments less than or equal to 8% of their total earnings or less than or equal to 20% of their discretionary income. A program
that does not pass either of the debt-to-earnings measures and that has an annual earnings rate that is greater than 8% and
less than or equal to 12%, or a discretionary income rate that is greater than 20% and less than or equal to 30%, would be
considered to be in a warning “zone.” Subject to the potential for adjustments based on a transition period, a program will fail
the measures if its annual earnings rate is greater than 12% (or the denominator of the rate (annual earnings) is zero) and its
discretionary income rate is greater than 30% (or the income for the denominator of the rate (discretionary earnings) is negative
or zero).
A program will become ineligible for Title IV funding if it fails both debt-to-earnings measures twice in three consecutive years,
or if the program is in the “zone” for four consecutive years. An institution will be required to provide warnings to students,
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FORM 10-K including prospective students, when notified by ED that a program could become ineligible based on its final debt-to-earnings
measures for the next award year.
In addition to the debt-to-earnings measures, the final regulations include additional requirements related to gainful employment
programs. For example, the final regulations require an institution’s most senior executive officer to certify, as part of the
program participation agreement, that each of its eligible gainful employment programs offered by the institution satisfies
certain requirements related to institutional and programmatic accreditation and professional licensure, or certification exam
requirements. Also, the final regulation expands upon current gainful employment program disclosure requirements.
The gainful employment regulations could put the continuing Title IV eligibility of our educational programs at risk due to factors
beyond our control, such as changes in the actual or deemed income level of our graduates, changes in student borrowing
levels, increases in interest rates, changes in the federal poverty income level relevant for calculating discretionary income, and
other factors. Failure to satisfy the gainful employment measures could reduce the ability of our institutions to offer or continue
certain types of programs for which there is market demand, which could therefore impact our ability to maintain or grow our
business. Additionally, the expanded gainful employment program disclosure requirements could adversely impact student
enrollment, persistence, and retention if our institutions’ disclosed program information compares unfavorably with disclosed
information of other educational institutions.
Our institutions may lose eligibility to participate in Title IV programs if their student loan default rates are too
high, and if our institutions lose that eligibility our future growth could be impaired.
To remain eligible to participate in Title IV programs, an educational institution’s federal student loan cohort default rates must
remain below certain specified levels. Each cohort is the group of students who first enter into student loan repayment during a
federal fiscal year (ending September 30). The measurement period for the student loan cohort default rates has been increased
from two to three years starting with the 2009 cohort. For more information including the default rates of our institutions, see
“Regulatory Environment—Student Financing Sources and Related Regulations/Requirements—Department of Education—
Regulation of Title IV Financial Aid Programs—Student Loan Defaults.” Given that APUS and HCON only relatively recently
began to participate in Title IV programs and that the number of students receiving Title IV program funds has grown signifi-
cantly over time, the cohort default rates in the first few years of participation may not be indicative of the rates that will be
applicable to both institutions over the long term as a greater number of students enter repayment.
If an institution’s three-year cohort default rate equals or exceeds 30% for any given year, it must establish a default prevention
task force and develop a default prevention plan with measurable objectives for improving the cohort default rate. Beginning
with the three-year cohort default rate for the 2011 cohort published in September 2014, only three-year cohort default rates
will be applied for purposes of measuring compliance. Educational institutions will lose eligibility to participate in Title IV
programs if their three-year cohort default rate exceeds 40% for any given year or is equal to or greater than 30% for three
consecutive years.
If one of our institutions is required to develop a default prevention plan it may increase our administrative costs which would
adversely impact our results of operations. Recently there has been increased attention by members of Congress and others on
default aversion activities of proprietary education institutions. If such attention leads to congressional or regulatory action
restricting the types of default aversion assistance that educational institutions are permitted to provide, the default rates of
our former students may be negatively impacted. Such attention could also lead to Congressional proposals to increase the
measuring period, which could negatively impact our default rates. If one of our institutions loses its eligibility to participate in
Title IV programs because of high student loan default rates, students would no longer be eligible to use Title IV program funds
88
AMERICAN PUBLIC EDUCATION, INC. at that institution, which would significantly reduce our enrollments and revenues and have a material adverse effect on our
results of operations.
We rely on third parties to administer our institutions’ participation in Title IV programs and their failure to
perform services as agreed or to comply with applicable regulations could cause us to lose our eligibility to
participate in Title IV programs.
ED’s regulations permit an institution to enter into a written contract with a third-party servicer for the administration of any
aspect of the institution’s participation in Title IV programs. The third-party servicer must, among other obligations, comply with
Title IV requirements and be jointly and severally liable with the institution to the Secretary of Education for any violation by the
servicer of any Title IV provision. APUS has previously utilized third-party servicers for the processing of financial aid and may
do so again in the future. Our institutions have third-party servicers for other specific matters, such as default management and
processing student credit balance refunds, and may consider using third-party servicers for other functions in the future that are
currently managed directly by our institutions. If any third-party servicer that we have engaged does not comply with applicable
statutes and regulations including the HEA, our institutions may be liable for its actions, and our institutions could lose eligibility
to participate in Title IV programs. In the event that one of our third-party servicers fails to perform the services as agreed it
may impact our ability to operate, negatively impact our eligibility to participate in Title IV programs, and otherwise negatively
materially impact our financial condition. Further, in the event that our institutions transition to or from a third-party servicer
there would be costs and risks related to the transition which could have a material adverse effect on our financial condition.
Our institutions will be subject to sanctions that could be material to our results and damage our reputation
if the Department of Education determines that our institutions failed to correctly calculate and return timely
Title IV program funds for students who withdraw before completing their educational program.
An institution participating in Title IV programs must correctly calculate the amount of unearned Title IV program funds that
have been disbursed to students who withdraw from their educational programs before completion, and must return those
unearned funds to the Title IV programs in a timely manner, generally within 45 days after the date the school determines that
the student has withdrawn. Under ED regulations, late returns of Title IV program funds for 5% or more of students sampled in
connection with the institution’s annual compliance audit constitute material noncompliance for which an institution generally
must submit an irrevocable letter of credit.
HCON’s Title IV compliance audit for the year ended December 31, 2012 identified a deficiency related to timely return of Title IV
program funds. In a Preliminary Audit Determination Letter dated July 10, 2013, ED requested additional information from HCON
about the situation and required HCON to conduct a file review to identify those files that reflected an inaccurate refund. ED has
said that the matter will be addressed as part of its review of HCON’s application for a change of ownership that HCON filed in
connection with our acquisition of it on November 1, 2013. If ED determines that Title IV funds were not properly calculated and
timely returned, we may have to repay Title IV funds, post a letter of credit with ED in an amount equal to 25% of the total dollar
amount of unearned Title IV funds that the institution was required to return with respect to withdrawn students during the
most recently completed fiscal year, or otherwise be sanctioned by ED, which could increase HCON’s cost of regulatory compli-
ance and adversely affect our financial condition.
Our institutions’ failure to comply with ED’s substantial misrepresentation rules could result in sanctions.
ED may take action against an institution in the event of substantial misrepresentation by the institution concerning the nature
of its educational programs, its financial charges, or the employability of its graduates. The Program Integrity Regulations
expanded the definition of “substantial misrepresentation” to cover additional representatives of the institution and additional
89
FORM 10-K substantive areas, expanded the parties to whom a substantial misrepresentation cannot be made, and increased actions ED
may take if it determines that an institution has engaged in substantial misrepresentation. An institution engages in substantial
misrepresentation when the institution itself, one of its representatives, or an organization or person with which the institution
has an agreement to provide educational programs, marketing, advertising, or admissions services, makes a substantial
misrepresentation directly or indirectly to a student, prospective student or any member of the public, or to an accrediting
agency, a state agency, or to the Secretary of Education.
If ED determines that an institution has engaged in substantial misrepresentation, ED may (i) if the institution is provisionally
certified, revoke an institution’s program participation agreement or impose limitations on its participation in Title IV programs,
(ii) deny participation applications made on behalf of the institution, or (iii) initiate a proceeding against the institution to fine the
institution or to limit, suspend or terminate the institution’s participation in Title IV programs. We expect that there could be an
industry-wide increase in administrative actions and litigation claiming substantial misrepresentation. If such administrative
actions or litigation were brought against us or our institutions, we would incur legal costs related to their investigation and
defense, which could materially and adversely impact our financial condition.
Failure to comply with ED’s credit hour requirements could result in sanctions.
In the Program Integrity Regulations, ED defined “credit hour” for Title IV purposes as an institutionally established equivalency
that reasonably approximates certain specified time in class and outside class, or an equivalent amount of work for other
academic activities. The Program Integrity Regulations also require institutional accreditors to review the reliability and
accuracy of an institution’s credit hour assignments. An accreditor must take appropriate actions to address an institution’s
credit hour deficiencies and to notify ED if it finds systemic noncompliance or significant noncompliance in one or more pro-
grams. ED has indicated that if it finds an institution to be out of compliance with the credit hour definition for Title IV purposes,
it may require the institution to repay the amount of Title IV awarded under the incorrect assignment of credit hours and, if it
finds significant overstatement of credit hours, it may fine the institution or limit, suspend, or terminate its participation in Title
IV programs. Any such action could materially and adversely affect the business of our institutions. For more information, see
the “Regulatory Environment—Student Financing Sources and Related Regulations/Requirements—Department of
Education—Regulation of Title IV Financial Aid Programs—Credit Hours” section of this Annual Report.
Government and regulatory agencies and third parties may conduct compliance reviews, bring claims, or
initiate litigation against us, any of which could disrupt our institutions’ operations and adversely affect
their performance.
Because our institutions operate in a highly regulated industry, we are subject to audits, compliance reviews, inquiries, com-
plaints, investigations, claims of noncompliance, and lawsuits by government agencies, regulatory agencies, and third parties,
including claims brought by third parties on behalf of the federal government. For example, ED regularly conducts program reviews
of educational institutions that are participating in Title IV programs and the ED Office of Inspector General regularly conducts
audits and investigations of such institutions. If the results of compliance reviews or other proceedings are unfavorable to us, or if
we are unable to defend successfully against lawsuits or claims, our institutions may be required to pay monetary damages or be
subject to fines, limitations, loss of Title IV funding, injunctions, or other penalties, including the requirement to make refunds.
Even if our institutions adequately address issues raised by an agency review or successfully defend a lawsuit or claim, we may
have to divert significant financial and management resources from our ongoing business operations to address issues raised by
those reviews or to defend against those lawsuits or claims. Claims and lawsuits brought against us or one of our institutions may
result in reputational damage, even if such claims and lawsuits are without merit. Any one of these sanctions could materially
adversely affect our business, financial condition, results of operations and cash flows and result in the imposition of significant
restrictions on us and our institutions, which may materially adversely affect our ability to operate.
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AMERICAN PUBLIC EDUCATION, INC. Investigations by state Attorneys General, Congress, and governmental agencies may result in increased
regulatory burdens and costs.
We and other proprietary postsecondary education providers have been subject to increased regulatory scrutiny and litigation
in recent years. State Attorneys General have increasingly focused on allegations of improper recruiting compensation and
deceptive marketing practices, among other issues. A number of state Attorneys General have launched investigations into
proprietary postsecondary education institutions. In July 2011, the Attorney General of Kentucky announced a national biparti-
san effort, which now includes approximately 30 states, to examine potential abuses by proprietary educational institutions.
While the initial goal of the joint investigation is sharing information among the Attorneys General about potential violations
of consumer protection laws, the Attorney General of Kentucky indicated that the Attorneys General may ultimately attempt to
compel proprietary institutions located in their respective jurisdictions to revise their recruiting practices. In January 2014, many
of the publicly traded for-profit postsecondary institutions, not including us, received demands for information from a network
of 12 state Attorneys General relating to, among other matters, the recruitment of students, admissions standards, graduate
placement statistics, graduate certification and licensing results, and student lending activities. In June 2014, the
Massachusetts’ Attorney General released several consumer protection regulations, which among other things require certain
disclosures that apply to for-profit and occupational schools operating in the state. Actions by state Attorneys General and other
governmental agencies, whether or not involving us or our institutions, could damage our reputation and the reputation of our
institutions and limit the ability to recruit and enroll students, which could reduce student demand for our institutions’ programs
and adversely impact our revenue and cash flow from operations.
In addition, in recent years, the student lending practices of postsecondary educational institutions, financial aid officers, and
student loan providers have been subjected to several investigations by state Attorneys General, Congress, and governmental
agencies. These investigations concern, among other things, possible deceptive practices in the marketing of private student
loans and loans provided by lenders pursuant to Title IV programs. The Higher Education Opportunity Act, or HEOA, contains
new requirements pertinent to relationships between lenders and institutions. In addition, the HEOA imposes substantive and
disclosure obligations on institutions that make available a list of recommended lenders for potential borrowers. In addition,
new procedures introduced and recommendations made by the Consumer Financial Protection Bureau create uncertainty about
whether Congress will impose new burdens on private student lenders. State legislators have also passed or may be consider-
ing legislation related to relationships between lenders and institutions. In addition, several federal agencies announced a new
online student complaint system for service members, veterans, and their families to report negative experiences at education
institutions and training programs administering the Post-9/11 GI Bill, DoD tuition assistance programs, and other military-
related education benefit programs. We can neither know nor predict with certainty the effects of such developments.
Governmental action may impose increased administrative and regulatory costs and adversely affect our financial condition.
If we undergo a change in ownership and control, the Department of Education will place our institutions on
provisional certification, and the terms of that provisional certification could limit our institutions’ potential for
growth and adversely affect our institutions’ enrollment, and our revenues and results of operations.
ED’s regulations provide that a change of control of a publicly traded corporation occurs if: (i) there is an event that would
obligate the corporation to file a Current Report on Form 8-K with the SEC disclosing a change of control; or (ii) the corporation
has a stockholder that owns at least 25% of the total outstanding voting stock of the corporation and is the largest stockholder
of the corporation, and that stockholder ceases to own at least 25% of such stock or ceases to be the largest stockholder. A
significant purchase or disposition of our voting stock could be determined by ED to be a change in ownership and control under
this standard. Under the HEA, an institution whose parent undergoes a change in ownership resulting in a change in control
loses its eligibility to participate in Title IV programs and must apply to ED in order to reestablish such eligibility.
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FORM 10-K Future transactions could constitute a change in ownership or control under ED regulations and could cause ED to place our
institutions on provisional certification as required by the HEA. The conditions of provisional certification or closer review by
ED could impact, among other things, our institutions’ ability to add educational programs, add additional locations, our ability
to acquire other institutions, or make other significant changes. In addition, if ED were to determine that our institutions were
unable to meet their responsibilities while they were provisionally certified, ED could seek to revoke our institutions’ certifica-
tion to participate in Title IV programs with fewer due process protections than if they were fully certified. Limitations on our
institutions’ operations could, and the loss of our institutions’ certification to participate in Title IV programs would, adversely
affect our institutions’ ability to grow in addition to having adverse effects on their enrollment, and our revenues and results
of operations.
If regulators do not approve or delay their approval of transactions involving a change of control of our company
or of institutions that we own or acquire, our and our institutions’ ability to operate could be impaired.
If we or one of our institutions experiences a change of ownership or control under the standards of applicable state regulatory
bodies, accrediting agencies, ED, or other regulators, we or the institution governed by such agencies must notify or seek the
approval of each relevant regulatory agency. Transactions or events that constitute a change of control include significant
acquisitions or dispositions of an institution’s common stock, significant changes in the composition of an institution’s Board of
Directors, internal restructurings, acquisitions of institutions from other owners, or certain other transactions. Some of these
transactions or events may be beyond our control. Our or our institutions’ failure to obtain, or a delay in receiving, approval of
any change of control from the relevant regulatory agencies following a transaction involving a change of ownership or control
could result in a suspension of operating authority or suspension or loss of federal student financial aid funding, which could
have a material adverse effect on our institutions and our financial condition. Our failure to obtain, or a delay in receiving,
approval of any change of control from other states in which we are currently licensed or authorized could require our institu-
tions to suspend activities in that state or otherwise impair our institutions’ operations. The potential adverse effects of a
change of control could influence future decisions by us and our stockholders regarding the sale, purchase, transfer, issuance,
or redemption of our stock. In addition, the regulatory burdens and risks associated with a change of control also could have
an adverse effect on the market price of your shares.
The U.S. Congress has been examining the for-profit postsecondary education sector, which could result
in legislation, heightened oversight, or additional Department of Education rulemaking that may limit or
condition Title IV program participation of proprietary schools in a manner that may materially and adversely
affect our business.
In recent years, the U.S. Congress has increased its focus on for-profit education institutions, including a review of their
participation in Title IV programs. This increased focus has resulted in the introduction of various pieces of legislation, the
holding of several hearings by various Congressional committees, and Congressional investigations and inquiries. We have
previously incurred significant legal and other costs to respond to congressional inquiries, and could incur significant legal and
other costs to respond to any future inquiries. We cannot predict the extent to which, or whether, these hearings and investiga-
tions will result in legislation, further rulemaking affecting our participation in Title IV programs, or litigation alleging statutory
violations, regulatory infractions or common law causes of action. The adoption of any law or regulation that reduces funding for
federal student financial aid programs or the ability of our institutions or students to participate in these programs could have a
material adverse effect on our student population and revenue. Legislative action also may increase our administrative costs
and require our institutions to modify their practices in order to comply with applicable requirements. Additionally, actions by
state Attorneys General and other governmental agencies could damage our reputation and limit our institutions’ ability to
recruit and enroll students, which could reduce student demand for our institutions’ programs and adversely impact our revenue
and cash flow from operations.
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AMERICAN PUBLIC EDUCATION, INC. Congressional examination of Department of Defense oversight of tuition assistance used for distance education
and proprietary institutions and pending rulemaking by the Department of Defense could result in legislative or
regulatory changes that may materially and adversely affect our business.
In recent years, the U.S. Congress has increased its focus on Department of Defense, DoD, tuition assistance that is used for
distance education and programs at proprietary institutions. In September 2010, the Subcommittee on Oversight and
Investigations of the U.S. House of Representatives’ Armed Services Committee held a hearing titled “A Question of Quality and
Value: Department of Defense Oversight of Tuition Assistance Used for Distance Learning and For-Profit Colleges.” Witnesses
and Subcommittee members expressed concern about DoD’s oversight of distance education programs, especially those offered
by proprietary institutions. In addition, in December 2010, the Senate Health, Education, Labor and Pensions Committee, or HELP,
released a report entitled “Benefitting Whom? For-Profit Education Companies and the Growth of Military Educational Benefits,”
which raised questions about the growing share of DoD tuition assistance received by proprietary institutions. In March 2011,
the GAO published a report entitled “DoD Education Benefits: Increased Oversight of Tuition Assistance Program is Needed,”
which offered several recommendations for improving accountability within the tuition assistance program. In September 2011,
the Senate Subcommittee on Federal Financial Management, Government Information, Federal Services, and International
Security held a hearing focused on the classification of military education benefits under the 90/10 Rule. Some of the panelists
suggested that the classification of military benefits as non-Title IV revenue for purposes of the 90/10 Rule has led some
for-profit institutions to recruit aggressively and sometimes illegally members of the military in order to ensure compliance with
the 90/10 Rule.
The 90/10 Rule has been a subject of interest over the past several Congresses, which has resulted in several members of
Congress introducing proposals and legislation that would modify the 90/10 Rule. One past proposal would decrease the limit
from 90% to 85% and would count DoD tuition assistance (TA) and GI Bill education benefits (VA) toward that limit. Such a
proposal or other similar legislation, should it become law, could have a material adverse impact on the operations of APUS and
potentially HCON. We cannot predict the extent to which, or whether, congressional hearings will affect DoD’s current rulemak-
ing or result in legislation or further rulemaking affecting our institutions’ ability to participate in DoD tuition assistance
programs or Title IV programs. Members of Congress have stated, both in committee hearings and in the HELP Committee
report, that Congress should revise the 90/10 Rule to count DoD tuition assistance and VA veterans educational benefits toward
the 90% limit. In January 2012 and again in November 2013, Senator Durbin and former Senator Harkin introduced a bill to
modify the 90/10 Rule by reducing the threshold to 85% and counting Title IV programs, DoD tuition assistance program, and VA
education benefits programs as sources from which an institution may derive no more than 85% of its revenue. A companion bill
was introduced in the U.S. House of Representatives in November 2013. In February 2012, companion bills were introduced in
the U.S. Senate and U.S. House of Representatives that would modify the 90/10 Rule to count DoD tuition assistance and VA
veterans educations benefits toward the 90% limit, along with Title IV programs. We cannot predict the likelihood that Congress
will amend the 90/10 Rule to count DoD tuition assistance and VA education benefits toward the 90% limit or to lower the ratio
to 85/15, nor can we predict the likelihood that Congress or the President will take some other action to limit the use of DoD
tuition assistance and VA education benefits at proprietary institutions. To the extent that any laws or regulations are adopted
that limit or condition the participation of proprietary schools or distance education programs in DoD tuition assistance pro-
grams or in Title IV programs, or that limit or condition the amount of DoD tuition assistance for which proprietary schools or
distance education programs are eligible to receive, our financial condition could be materially and adversely affected.
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FORM 10-K Congress has in the past changed, and may in the future change, eligibility standards and funding levels for
federal student financial aid programs, military tuition assistance, and other programs. Other governmental or
regulatory bodies may also change similar laws or regulations relating to such programs, which could adversely
affect our student population, revenues and profit margin.
Political and budgetary concerns can significantly affect Title IV programs, military tuition assistance programs, and other laws
and regulations governing federal and state aid programs.
Title IV programs are made available pursuant to the provisions of the HEA, and the HEA comes up for reauthorization by
Congress approximately every five to six years. Authorization of appropriations for most HEA programs is provided through federal
fiscal year 2016, by the Consolidated and Further Continuing Appropriations Act, 2015. In the past, Congress has passed short-
term nonsubstantive extensions of the HEA pending comprehensive reauthorization legislation. Further, when Congress does not
act on comprehensive reauthorization through a single piece of legislation, it may act through multiple pieces of legislation.
Congress completed the most recent reauthorization through multiple pieces of legislation and may reauthorize the HEA in a
piecemeal manner in the future. Additionally, Congress determines the funding level for each Title IV program on an annual basis.
Future Congressional action, including in reauthorizations or appropriations acts, may result in numerous legislative changes,
including those that could adversely affect the ability of our institutions to participate in Title IV programs, military tuition
assistance programs, and the availability of such funding sources for our students. Members of Congress frequently propose
legislation to alter or amend the terms under which our institutions participate in the federal student financial aid programs. Any
action by Congress that significantly reduces funding for Title IV programs or the ability of our institutions or students to
participate in these programs could materially harm our institutions’ business. A reduction in government funding levels could
lead to lower enrollments at our institutions and require our institutions to arrange for alternative sources of financial aid for
their students. Lower student enrollments at our institutions or their inability to arrange alternative sources of funding could
adversely affect our financial condition. Congressional action may also require our institutions to modify their practices in ways
that could result in increased administrative and regulatory costs and decreased profit margins.
We are not in a position to predict with certainty whether any legislation will be passed by Congress or signed into law in the
future. The reallocation of funding among Title IV programs, material changes in the requirements for participation in such
programs, or the substitution of materially different Title IV programs could reduce the ability of certain students to finance their
education at our institutions and adversely affect our revenues and results of operations.
New rulemaking by ED could result in regulatory changes that materially and adversely affect our operations,
business, results of operations, financial condition, and cash flow.
On December 3, 2014, ED issued a Notice of Proposed Rulemaking that proposes to implement requirements for the teacher
preparation program accountability system under HEA, and amend the regulations governing the Teacher Education Assistance
for College and Higher Education (TEACH) Grant Program under HEA such that TEACH Grant program funding would be condi-
tioned on teacher preparation program quality. We cannot predict the extent to which these proposed rules will impact our
institutions’ enrollments or reputation, nor can we predict possible regulatory burdens and costs.
Also, in the spring of 2014, the Program Integrity and Improvement negotiated rulemaking committee failed to reach consensus.
As a result, ED may develop and issue notices of proposed rulemaking addressing cash management issues, such as the
regulation of campus debit cards, and state authorization of distance education. Because ED failed to issue proposed regula-
tions before November 1, 2014, the earliest these regulations could take effect is July 1, 2016. In addition, on December 19,
2014, ED announced its intention to form a negotiated rulemaking committee to “(1) prepare proposed regulations to establish a
94
AMERICAN PUBLIC EDUCATION, INC. new Pay as You Earn repayment plan for those not covered by the existing Pay as You Earn Repayment Plan in the Federal Direct
Loan Program, and (2) establish procedures for Federal Family Education Loan (FFEL) Program loan holders to identify U.S.
military servicemembers who may be eligible for a lower interest rate on their FFEL Program loans under section 527 of the
Servicemembers Civil Relief Act (SCRA).” ED reserves the right to add to or remove these tentative topics for the proposed
negotiated rulemaking. We cannot predict the nature of any final rules that may be adopted through this negotiated rulemaking
process or their impact on our financial condition.
Our regulatory environment and our reputation may be negatively influenced by the actions of other
for-profit institutions.
Our institutions are two of a much larger number of for-profit institutions serving the postsecondary education market. In recent
years, regulatory investigations and civil litigation have been commenced against several for-profit educational institutions.
These investigations and lawsuits have alleged, among other things, deceptive trade practices and noncompliance with ED
regulations. These allegations have attracted adverse media coverage and have been the subject of federal and state legislative
hearings. Broader allegations against the overall for-profit school sector may negatively affect public perceptions of for-profit
educational institutions, including our institutions. In addition, in recent years, reports on student lending practices of various
lending institutions and schools, including for-profit schools, and investigations by a number of state attorneys general,
Congress and governmental agencies have led to adverse media coverage of postsecondary education. Adverse media coverage
regarding others in our industry, or regarding us or our institutions directly, could damage our reputation, could result in lower
enrollments at our institutions, lower revenues and operating profit, and could have a negative impact on our stock price. Such
allegations could also result in increased scrutiny and regulation by ED, Congress, accrediting bodies, state legislatures, state
attorneys general, or other governmental authorities with respect to all for-profit institutions, including us and our institutions.
Risks Related to Owning our Common Stock
The price of our common stock may be volatile, and as a result returns on an investment in our common stock
may be volatile.
For a significant portion of the time since our initial public offering, we have had relatively limited public float, and trading in our
common stock has also been limited and, at times, volatile. An active trading market for our common stock may not be sus-
tained, and the trading price of our common stock may fluctuate substantially.
The price of our common stock may fluctuate as a result of:
• price and volume fluctuations in the overall stock market from time to time;
• significant volatility in the market price and trading volume of comparable companies;
• actual or anticipated changes in our earnings, our institutions’ enrollments or net course registrations, or fluctuations in our
operating results or in the expectations of securities analysts;
• the actual, anticipated or perceived impact of changes in government policies, laws and regulations, or similar changes made
by accrediting bodies;
• the depth and liquidity of the market for our common stock;
• general economic conditions and trends;
• catastrophic events;
• sales of large blocks of our stock; or
• recruitment or departure of key personnel.
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FORM 10-K In the past, following periods of volatility in the market price of a company’s securities, securities class action litigation has
often been brought against that company. Because of the potential volatility of our stock price, we may become the target of
securities litigation in the future. Securities litigation could result in substantial costs and monetary damages and could divert
management’s attention and resources from our business.
Seasonal and other fluctuations in our results of operations could adversely affect the trading price of our
common stock.
Our quarterly results fluctuate and, therefore, the results in any quarter may not represent the results we may achieve in any
subsequent quarter or full year. Our revenues and operating results normally fluctuate as a result of seasonal or other variations
in our institutions’ enrollments and associated expenses. Student population at our institutions varies as a result of new
enrollments, graduations, student attrition, the success of our marketing programs, and other reasons that we cannot always
anticipate. We expect quarterly fluctuations in operating results to continue as a result of seasonal enrollment patterns at our
institutions and related fluctuations in expenses. These fluctuations may result in volatility in our results of operations, have an
adverse effect on the market price of our common stock, or both.
Provisions in our organizational documents and in the Delaware General Corporation Law may prevent takeover
attempts that could be beneficial to our stockholders.
Provisions in our charter and bylaws and in the Delaware General Corporation Law may make it difficult and expensive for a
third party to pursue a takeover attempt we oppose even if a change in control of our company would be beneficial to the
interests of our stockholders. These provisions include:
• the ability of our Board of Directors to issue up to 10,000,000 shares of preferred stock in one or more series and to fix the
powers, preferences and rights of each series without stockholder approval, which may discourage unsolicited acquisition
proposals or make it more difficult for a third party to gain control of our company;
• a requirement that stockholders provide advance notice of their intention to nominate a director or to propose any other
business at an annual meeting of stockholders;
• a prohibition against stockholder action by means of written consent unless otherwise approved by our Board of Directors in
advance; and
• Section 203 of the Delaware General Corporation Law, which generally prohibits us from engaging in mergers and other
business combinations with stockholders that beneficially own 15% or more of our voting stock, or with their affiliates,
unless our directors or stockholders approve the business combination in the prescribed manner.
Item 1B. Unresolved Staff Comments
None.
Item 2. Properties
American Public Education, Inc., or APEI, and American Public University System, Inc., or APUS, together operate administrative
facilities in Charles Town, West Virginia and in Manassas, Virginia, which are within a one hour drive of each other and located
within the Washington, DC metropolitan area. The corporate headquarters and administrative offices are located in the
immediate Charles Town area, occupying 14 owned facilities totaling approximately 253,000 square feet. These properties
include approximately 40,000 square feet that is under construction. APUS also owns two and a half acres of land in Charles
Town for future development to support potential growth and expansion. APUS’s student services, graduations and marketing
operations are located in Manassas in leased facilities totaling approximately 63,000 square feet. In 2015, APUS intends to
96
AMERICAN PUBLIC EDUCATION, INC. terminate leases for approximately 38,000 square feet in Manassas, but will continue to lease approximately 25,000 square
feet in Manassas pursuant to a lease which expires in 2018.
Hondros College of Nursing, or HCON, operates four Ohio campuses in the suburban areas of Cincinnati, (West Chester),
Columbus (Westerville), Dayton (Fairborn) and Cleveland (Independence). These campuses include a total of eight leased
facilities with approximately 90,000 square feet combined. The facilities are primarily used for instructional activities. The main
campus in Westerville, Ohio also serves as HCON’s corporate offices and houses additional administrative services, such as the
technology, marketing and student services departments. Lease terms and extension options vary by facility, with termination
dates ranging from 2022 to 2029.
The Company believes its existing facilities are in good operating condition and are adequate and suitable for the conduct of
its business.
Item 3. Legal Proceedings
From time to time, we have been and may be involved in various legal proceedings. We currently have no material legal
proceedings pending. However, on or about November 18, 2013, a putative class action styled Tabatha Vickery, Bryan Lynn,
on behalf of themselves and a similarly situated class v. Hondros College, Inc. and John G. Hondros, was filed in the Court of
Common Pleas, Cuyahoga County, Ohio, as Case No. CV 13 817299. National Education Seminars, Inc., which we refer to as
Hondros College of Nursing, or HCON, was not named in the lawsuit, but a then member of HCON’s Board of Directors, John
Hondros, was named in the lawsuit, and the allegations made in the Complaint related to HCON’s operations and not the
operations of the entity named in the lawsuit. The lawsuit asserted claims for fraud and fraudulent inducement, negligent
misrepresentation, breach of implied-in-fact contract, promissory estoppel, unjust enrichment, and violation of the Ohio
Consumer Sales Practices Act, for, among other things, the alleged provision of false or misleading information to the named
plaintiffs and other putative class members in 2011 and 2012 regarding the status of accreditation by the National League for
Nursing Accrediting Commission of HCON’s Associate Degree in Nursing, or ADN, program offered at its Independence, Ohio
campus. The plaintiffs alleged that the putative class consisted of more than 60 former students who in the summer or fall
quarters of 2011 enrolled in the ADN or the licensed practical nursing, or LPN, program at the Independence campus with the
intention of pursuing a degree in nursing, but who withdrew from the ADN or LPN program. On February 11, 2014, the plaintiffs
filed their First Amended Complaint, which removed Hondros College, Inc. as a defendant and added HCON as a defendant. In
order to avoid further litigation related expenses, HCON and the named plaintiffs entered into a settlement agreement on
November 19, 2014 under which the plaintiffs agreed to dismiss their First Amended Complaint in exchange for a de minimis
settlement payment. HCON admitted to no wrongdoing in the settlement agreement. On December 17, 2014, the parties filed
a voluntary stipulation with the court dismissing the case with prejudice.
Item 4. Mine Safety Disclosures
Not applicable.
97
FORM 10-K PART II
Item 5. Market for Registrant’s Common Equity, Related Stockholder
Matters and Issuer Purchases of Equity Securities
Market Information
Our common stock trades on the NASDAQ Global Select Market under the symbol “APEI.” The following table sets forth, for the
period indicated, the high and low sales price of the Company’s common stock as reported on the NASDAQ Global Select Market.
Year Ended December 31, 2013
First Quarter
Second Quarter
Third Quarter
Fourth Quarter
Year Ended December 31, 2014
First Quarter
Second Quarter
Third Quarter
Fourth Quarter
Low
$29.20
$31.95
$36.65
$34.40
$33.47
$32.51
$26.98
$26.24
High
$42.17
$39.85
$41.15
$46.69
$46.62
$38.00
$36.47
$37.40
Holders
As of February 24, 2015, there were approximately 462 holders of record of our common stock.
Dividends
We have not historically paid dividends on our common stock and do not anticipate declaring or paying any cash dividends on
our common stock in the foreseeable future. The payment of any dividends in the future will be at the discretion of our Board
of Directors and will depend upon our financial condition, results of operations, earnings, capital requirements, contractual
restrictions, outstanding indebtedness, and other factors deemed relevant by our board.
98
AMERICAN PUBLIC EDUCATION, INC. Performance Graph
The graph below compares the cumulative five-year total shareholder return on our common stock with the cumulative total
returns of the S&P 500 index, the NASDAQ Composite index and a customized peer group of ten companies that includes: Apollo
Education Group Inc.; Bridgepoint Education Inc.; Capella Education Company; Career Education Corporation; Corinthian Colleges
Inc.; DeVry Education Group Inc.; Grand Canyon Education Inc.; ITT Educational Services Inc.; National American University
Holdings, Inc.; and Strayer Education, Inc. We have removed Education Management Corporation from the customized peer
group because it is no longer a listed public company. The graph assumes that the value of the investment in our common stock,
in each index, and in the peer group (including reinvestment of dividends) was $100 on December 31, 2009 and tracks the value
of those investments, respectively, through December 31, 2014.
Comparison of 5-Year Cumulative Total Return*
Among American Public Education, Inc., the S&P 500 Index, the NASDAQ Composite Index, and a Peer Group
$250
$200
$150
$100
$50
0
12/09
12/10
12/11
12/12
12/13
12/14
American Public Education, Inc.
S&P 500
NASDAQ Composite
Peer Group
*$100 invested on 12/31/09 in stock or index, including reinvestment of dividends.
Fiscal year ending December 31.
Copyright© 2015 S&P, a division of The McGraw-Hill Companies Inc. All rights reserved.
The information contained in the performance graph shall not be deemed “soliciting material” or to be “filed” with the Securities
and Exchange Commission nor shall such information be deemed incorporated by reference into any prior or future filing under
the Securities Act or the Exchange Act, except to the extent that we specifically incorporate it by reference into such filing.
Recent Sales of Unregistered Securities
None.
Use of Proceeds from Registered Securities
Not applicable.
99
FORM 10-K Purchases of Equity Securities by the Issuer and Affiliated Purchasers
On May 14, 2012, our Board of Directors authorized a program to repurchase up to $20 million of shares of our common stock.
On March 14, 2013, our Board of Directors increased the authorization by an additional $15 million of shares and on June 13,
2014, our Board of Directors increased the authorization by an additional $15 million of shares. Subject to market conditions,
applicable legal requirements and other factors, the repurchases may be made from time to time in open market transactions or
privately negotiated transactions. The authorization does not obligate us to acquire any shares, and purchases may be com-
menced or suspended at any time based on market conditions and other factors that we deem appropriate.
For the twelve-month period ended December 31, 2014, we repurchased 530,962 shares under our repurchase programs for an
aggregate amount of $18.5 million. As of December 31, 2014, $15.0 million remained authorized for repurchase under the
expanded programs.
The following table presents the share repurchases by the Company during the quarter ended December 31, 2014. For additional
information regarding the Company’s share repurchases please refer to “Financial Statements and Supplementary Data—Notes
to Consolidated Financial Statements—Note 7. Stockholders’ Equity—Repurchase.”
Total Number
of Shares
Purchased as
Part of Publicly
Announced Plans
or Programs
Maximum
Number of Shares
that May Yet
Be Purchased
Under the Plans
or Programs(1)
Maximum Number
(or Approximate
Dollar Value)
of Shares that May
Yet Be Purchased
Under the Plans
or Programs(2,3)
Total Number
of Shares
Purchased
Average
Price Paid
per Share
30,000
84,634
114,634
$35.48
$34.09
$34.45
30,000
84,634
114,634
114,634
84,634
—
—
$15,027,043
$15,027,043
$15,027,043
$15,027,043
Period
October 1, 2014–October 31, 2014
November 1, 2014–November 30, 2014
December 1, 2014–December 31, 2014
Total
(1) On December 9, 2011, our Board of Directors approved a stock repurchase program for its common stock, under which we may annually
purchase up to the cumulative number of shares issued or deemed issued under our equity incentive and stock purchase plans. Repurchases
may be made from time to time in the open market at prevailing market prices or in privately negotiated transactions based on business and
market conditions. The stock repurchase program may be suspended or discontinued at any time, and will be funded using our available cash.
On October 10, 2014, we issued 114,634 common shares under our equity incentive plan, and in November and December 2014 we purchased on
the open market 114,634 common shares pursuant to our stock repurchase program.
(2) On May 14, 2012, our Board of Directors authorized a program to repurchase up to $20 million of shares of our common stock. On March 14, 2013,
our Board of Directors increased this authorization by $15 million of shares and on June 13, 2014, our Board of Directors increased the authoriza-
tion by an additional $15 million of shares. Subject to market conditions, applicable legal requirements and other factors, the repurchases may be
made from time to time in open market transactions or privately negotiated transactions. The authorization does not obligate us to acquire any
shares, and purchases may be commenced or suspended at any time based on market conditions and other factors that we deem appropriate.
(3) During the quarter ended December 31, 2014 the Company was deemed to have repurchased 2,682 shares of common stock forfeited by
employees to satisfy minimum tax-withholding requirements in connection with the vesting of restricted stock grants and to cover the exercise
and minimum tax-withholding requirements of expiring stock options. These repurchases were not part of the stock repurchase programs
authorized by the Company’s Board of Directors.
Item 6. Selected Financial Data
The following table sets forth our selected consolidated financial and operating data as of the dates and for the periods
indicated. You should read this data together with “Item 7—Management’s Discussion and Analysis of Financial Condition and
Results of Operations” and our consolidated financial statements and related notes, included elsewhere in this Annual Report.
The selected consolidated statement of operations data for each of the years in the three-year period ended December 31, 2014,
and the selected consolidated balance sheet data as of December 31, 2014 and 2013, have been derived from our audited
consolidated financial statements, which are included elsewhere in this Annual Report. The selected consolidated statements
100
AMERICAN PUBLIC EDUCATION, INC. of operations data for the years ended December 31, 2010 and 2011, and selected consolidated balance sheet data as of
December 31, 2010, 2011, and 2012 have been derived from our audited consolidated financial statements not included in this
Annual Report. We acquired Hondros College of Nursing, or HCON, on November 1, 2013, and therefore the consolidated results
for periods prior to November 1, 2013 do not include any results from HCON. Historical results are not necessarily indicative of
the results of operations to be expected for future periods.
(In thousands, except per share and net registration data)
2010
2011
2012
2013
2014
Year Ended December 31,
Statement of Operations Data:
Revenues
Costs and expenses:
Instructional costs and services
Selling and promotional
General and administrative
Depreciation and amortization
Total costs and expenses
Income from continuing operations before
interest income and income taxes
Interest income, net
Income from continuing operations before
income taxes
Income tax expense
Investment income (loss), net of taxes
Net income attributable to common stockholders
Net income attributable to common stockholders
per common share:
Basic
Diluted
Weighted average number of shares outstanding:
Basic
Diluted
Other Data:
Net cash provided by operating activities
Capital expenditures
Stock-based compensation
Adjusted net/APUS Net course registrations(1)
$198,174
$260,377
$313,516
$329,479
$350,020
75,309
34,296
32,045
6,502
148,152
50,022
111
50,133
20,265
—
$ 29,868
95,216
44,713
48,350
9,239
197,518
62,859
109
62,968
22,211
—
$ 40,757
110,192
59,761
63,615
11,146
244,714
68,802
135
112,784
65,687
70,063
13,508
262,042
67,437
309
123,765
69,229
75,073
16,121
284,188
65,832
361
68,937
26,528
(86)
$ 42,323
67,746
25,645
(67)
$ 42,034
66,193
25,150
(166)
$ 40,877
$ 1.63
$ 1.59
$ 2.28
$ 2.23
$ 2.38
$ 2.35
$ 2.38
$ 2.35
$ 2.36
$ 2.33
18,281
18,837
17,877
18,295
17,772
18,041
17,656
17,921
17,357
17,543
$ 47,078
$ 22,454
$ 2,805
259,389
$ 70,438
$ 24,925
$ 3,189
341,669
$ 52,838
$ 35,014
$ 3,818
402,205
$ 59,414
$ 20,649
$ 4,024
409,719
$ 61,030
$ 24,596
$ 5,369
403,920
101
FORM 10-K (In thousands)
2010
2011
2012
2013
2014
As of December 31,
Consolidated Balance Sheet Data:
Cash and cash equivalents
Working capital(2)
Total assets
Stockholders’ equity
$ 81,352
$ 60,417
$141,839
$ 97,300
$119,006
$ 82,034
$198,891
$133,833
$114,901
$ 86,004
$237,603
$171,153
$ 94,820
$ 62,327
$271,655
$207,069
$115,634
$ 87,968
$297,904
$234,218
(In thousands)
Net income attributable to common stockholders
Interest (income), net
Income tax expense
Investment loss, net of taxes
Depreciation and amortization
EBITDA from continuing operations
2010
$29,868
(111)
20,265
—
6,502
$56,524
As of December 31,
2011
$40,757
(109)
22,211
—
9,239
$72,098
2012
$42,323
(135)
26,528
86
11,146
$79,948
2013
$42,034
(309)
25,645
67
13,508
$80,945
2014
$40,877
(361)
25,150
166
16,121
$81,953
(1) APUS net course registrations represent the aggregate number of courses for which students remain enrolled after the date by which they may
drop a course without financial penalty. For the years ended December 31, 2011, 2012, 2013, and 2014, one-credit lab courses were combined
with their related three-credit courses.
(2) Working capital is calculated by subtracting total current liabilities from total current assets.
Item 7. Management’s Discussion and Analysis of
Financial Condition and Results of Operations
You should read the following discussion together with the financial statements and the related notes included elsewhere in this
Annual Report. This discussion contains forward-looking statements that are based on management’s current expectations,
estimates and projections about our business and operations, and involves risks and uncertainties. Our actual results may differ
materially from those currently anticipated and expressed in such forward-looking statements as a result of a number of factors,
including those we discuss under “Risk Factors,” “Special Note Regarding Forward-Looking Statements,” and elsewhere in this
Annual Report.
Overview
American Public Education, Inc., or APEI, which together with its subsidiaries is referred to as the “Company,” is a provider of
online and on-campus postsecondary education to approximately 112,470 students through two subsidiary institutions. We
provide online postsecondary education primarily directed at the needs of the military and public safety communities through
American Public University System, or APUS, a regionally accredited online university that includes American Military University,
or AMU, and American Public University, or APU. We provide on-campus nursing education to students in Ohio through National
Education Seminars, Inc., which we refer to as Hondros College of Nursing, or HCON. HCON operates four campuses in the
State of Ohio, as well as an online RN-to-BSN Program, in order to serve the needs of the nursing and healthcare community.
Additional information regarding our subsidiary institutions and their regulation is included in the “Business—Company
Overview” and “Business—Regulatory Environment” sections of this Annual Report.
Our revenues are largely driven by the number of students enrolled at our institutions and the number of courses that they take.
Our consolidated revenue for the year ended December 31, 2014 increased to $350.0 million from $329.5 million in the year
ended December 31, 2013. Our consolidated revenue increased to $329.5 million in the year ended December 31, 2013 from
102
AMERICAN PUBLIC EDUCATION, INC. $313.5 million in the year ended December 31, 2012. The revenue increase which occurred in 2014 was caused by the inclusion
of HCON in our operating results for the entire year, while the revenue increase which occurred in 2013 was caused largely by
increases in enrollments in our APEI Segment.
Our operations are organized into two reportable segments:
• American Public Education Segment, or APEI Segment. This segment reflects our historical operations prior to the
acquisition of HCON and reflects the operational activities of APUS, other corporate activities, and minority investments.
• Hondros College of Nursing Segment, or HCON Segment. This segment reflects the operational activities of HCON.
We acquired HCON on November 1, 2013, and therefore the consolidated results for periods prior to November 1, 2013 do
not include any results from HCON.
Financial information regarding each of our reportable segments is reported in this Annual Report in this “Management’s
Discussion and Analysis of Financial Condition and Results of Operations—Operating Results by Reportable Segment Year
Ended December 31, 2014 Compared to Year Ended December 31, 2013,” “Management’s Discussion and Analysis of Financial
Condition and Results of Operations—Year Ended December 31, 2013 Compared to Year Ended December 31, 2012,” and
“Financial Statements and Supplementary Data.”
Acquisition of HCON. We acquired HCON on November 1, 2013, and we continue to make efforts to grow HCON and improve
its efficiency. These efforts may result in increased expenses and capital investments, which may not result in improved
revenues and net income. As required by the Department of Education’s, or ED’s, change in ownership and control regulations,
HCON is operating under a Temporary Provisional Program Participation Agreement, which requires HCON to comply with
specific conditions while provisionally certified. If ED approves our application for the change in ownership and control of HCON,
ED will issue a provisional certification extending for a period expiring not later than the end of the third complete award year
following the date of such provisional certification. ED generally will not review and approve substantive changes to an
institution’s scope of certification while a change in ownership application is pending. While HCON’s change in ownership
application is pending, HCON is therefore unable to obtain approval to award Title IV program funds at new campuses, which
we believe negatively impacts HCON’s ability to grow. The potential risks associated with the HCON transaction are further
addressed in the “Risk Factors—Risks Related to Our Business” section of this Annual Report.
Changing Student Body. Although APUS’s focus has broadened, it continues to have an emphasis on its relationship with the
military community. As of December 31, 2014, approximately 52% of APUS’s students self-reported that they served in the
military on active duty at the time of initial enrollment, and as a result APUS is particularly reliant on DoD’s tuition assistance
programs and DoD’s budget. Since APUS began participating in ED’s Title IV financial aid programs, or Title IV programs, a
significant portion of our growth has been attributable to students using funds from these programs and, as a result, APUS has
experienced a change in the composition of its student body, which has resulted, and will continue to result, in a need to provide
a greater level of services to its students. The HCON acquisition has further changed the composition of our student body,
adding students who attend classes at physical campuses, as well as additional students using Title IV program funds.
The change in the composition of our institutions’ student bodies has made it harder for us to make long-range forecasts about
student enrollments. We have had increased difficulty forecasting the number of students who will enroll and have noticed a
decrease in the predictability of the rate at which our institutions convert prospective students into enrolled students. For
APUS, we attribute this, in part, to the growth in non-military students, and particularly the growth of non-military students
from outside of public safety communities. If we are unable to manage changes in the composition of our institutions’ student
bodies and control the growth of related expenditures, we may experience operating inefficiencies that could increase our costs
103
FORM 10-K and adversely affect our profitability and results of operations. For more information about the risks related to these challenges
please see “Risk Factors—Risks Related to Our Business.”
Increased Costs and Expenses; Our Initiatives. Our costs and expenses have increased due in part to increased general
and administrative expenses related to the addition of HCON’s physical campuses, a changing student body, an increase in
expenditures for financial aid processing, expenditures for technology required to support the increase in non-military students
at APUS, and increased bad debt primarily associated with non-military students at APUS. Our revenues may decline and our
costs and expenses may increase as our institutions adjust to changes in their student composition and undertake initiatives to
improve the learning experience, through initiatives to increase the level of engagement and collaboration in the classroom, and
attract students who are more likely to persist in their programs. Beginning in the second quarter of 2015, for instance, APUS
plans to require that prospective students complete a free, non-credit admission course if they are not active duty military or
veteran applicants, graduates from certified federal, state and local law enforcement and public safety academies, or prospec-
tive students with at least nine hours of transfer credit with a grade of “C” or better for each course from an accredited
institution. Additional initiatives may include, but are not limited to, the following:
• other changes to increasing admissions standards and requirements;
•
implementing more stringent satisfactory academic progress standards;
• changing tuition costs and payment options;
• transitioning student facing services, including student financial aid and advising, to new platforms, as well as the use of the
ClearPath system;
• experimenting with competency-based learning and other alternative delivery methods; and
• altering our institutions’ marketing programs to target the appropriate prospective students.
In order to support the current student population at APUS and to provide the technology experience and access across a
variety of platforms that we believe students have come to expect, we anticipate that we will continue to make significant
investments in our technology infrastructure and financial aid processing capabilities, including in 2015. These investments will
result in an increased level of spending, not all of which can be capitalized.
Financial Aid Processing Transition. APUS has decided to work towards transitioning its financial aid processing system
to its former third-party vendor. There will be significant costs and risks relating to the implementation of this vendor. These
costs may include costs paid directly to the new vendor, costs related to the efforts of our employees and management,
costs associated with the transition and training of APUS employees, and costs incurred in terminating APUS’s relationship
with its existing software vendor. For more information regarding the risks associated with APUS’s financial aid processing
systems and the transition back to its former financial aid processing service provider, please see “Risk Factors—Risks
Related to Our Business.”
Increased Bad Debt Expense. We have seen increases in our bad debt expense in our APEI Segment over the past several
years. We have observed that some students enroll or attempt to enroll at APUS solely to obtain funds from Title IV programs,
and some students who might not otherwise pursue a degree or certificate are attracted to enroll in APUS’s programs because
of the availability of such funds. We believe these students may be more likely than other students to cease pursuing a degree
or certificate due to other factors, such as becoming employed or not having the level of commitment necessary to successfully
complete the required coursework. As described more fully above in “Risk Factors—Risks Related to Our Business,” we have
also been the target of suspected fraudulent activities by outside parties with respect to student enrollment and Title IV
programs, and as we continue to grow we may be susceptible to an increased risk of such activities. We believe the factors
discussed in this paragraph have been the primary drivers for our increased bad debt expense. We are not able to estimate the
104
AMERICAN PUBLIC EDUCATION, INC. number of students who fall into these enrollment categories, and our ability to estimate the impact on our enrollments over
time is limited, as is our ability to estimate any additional impact that this could have on our exposure to bad debt or the number
of our students who default on their Title IV student loans. In the second half of 2015, we plan to change the method by which
we disburse Federal Student Aid from a single disbursement method to a multiple disbursement method for first-time APUS
undergraduate students. While this change may adversely impact enrollment, we are making this change in order to potentially
lower bad debt expense and to reduce the attractiveness of our programs to students who are seeking to take improper
advantage of federal student aid programs. We have no assurance that this change will be successful at reducing bad debt.
Impact of Government Budgetary Pressures. On August 2, 2011, Congress passed the Budget Control Act of 2011, which
put into place a series of automatic federal budget cuts known as sequestration. The budget cuts, or sequestration, impact
certain federal student aid programs, as well as Department of Defense, or DoD, tuition assistance programs. As a result of
sequestration, the size of the military may decrease and amounts available under DoD tuition assistance programs could be
significantly curtailed or even eliminated, and the time for the various services to process requests for tuition assistance could
be lengthened. The Consolidated and Further Continuing Appropriations Act, 2015 increased the maximum Pell award to $4,860
in the 2015–2016 award year, and The Student Aid and Fiscal Responsibility Act provides for an automatic annual increase
based on changes in the Consumer Price Index—through award year 2017–2018—to the appropriated Federal Pell Grant
maximum award, resulting in a 2015–2016 maximum award of $5,775. The Pell Grant program could be subject to cuts or
changes in the future. Cuts to ED’s administrative budget could lead to delays in student eligibility determinations and delays in
the origination and processing of federal student loans. These events could make it more difficult for students to obtain funding
for their education, either in a timely manner or at all, and would have an adverse effect on our financial condition. For more
information on sequestration and other legislative activity that may impact our results, please refer to “Regulatory
Environment—Recent Legislative and Regulatory Activity.”
In March 2013, in response to sequestration, each of the military services suspended new enrollments in DoD tuition assistance
programs. As a result of Congressional action, each of the services reinstated enrollments in DoD tuition assistance programs in
April 2013. However, our results of operations in the second quarter of 2013 were negatively impacted by these actions,
resulting in what we believe were fewer enrollments at APUS from service members than otherwise would have been achieved.
In October 2013, DoD tuition assistance programs were temporarily suspended as a result of the U.S. government partial
shutdown. On October 1, 2013, prior to the government shutdown, APUS course registrations for October 2013 were approxi-
mately 41,200. As of October 14, 2013, however, approximately 13,100 registrations had been dropped, resulting in a net course
registration reduction of approximately 20% compared to October 2012. We believe that many of these dropped registrations
resulted from the suspension of DoD tuition assistance programs. After the government shutdown ended, DoD resumed its
tuition assistance programs; however, we do not believe that APUS’s registrations for subsequent months served to replace, or
make up, all of the registrations that were dropped. We believe that continued uncertainty regarding the availability of DoD’s
tuition assistance programs and the impact from the October 2013 temporary suspension may also have negatively impacted our
net course registrations during 2014.
While DoD tuition assistance programs were reinstated and the government shutdown ended, budgetary pressures remain, and
we do not know the full scale of future actions that may be taken with respect to DoD tuition assistance programs, which could
include eliminating those programs, reducing the funds or benefits (or both) available under those programs, or enacting new
restrictions on participation in those programs. If funds available under DoD tuition assistance programs are reduced or
eliminated, we believe that most service members would be eligible and able to finance out-of-pocket tuition costs resulting
from this shortfall using their benefits under the Montgomery GI Bill or the Post-9/11 Veterans Educational Assistance Act of
2008, as amended, or the Post-9/11 GI Bill, through the “Top Up” program. The “Top-Up” program allows active-duty service
members to use their GI Bill or Post-9/11 GI Bill benefits to pay the difference between the total cost of a college course and the
amount of DoD tuition assistance that is paid by the military for the course. However, we do not know whether in the long-term
105
FORM 10-K service members will be willing to use the Top-Up option, or whether the increased administrative process in using the Top-Up
option or covering the shortfall through other funding sources will lead to service members deciding not to enroll or enrolling at
a slower rate.
New DoD MOU. Under a DoD final rule, effective January 7, 2013, each institution participating in DoD tuition assistance
programs is required to sign a Memorandum of Understanding, or MOU, outlining certain commitments and agreements
between the institution and DoD prior to accepting funds from DoD tuition assistance programs. Since August 14, 2013, DoD has
issued a series of proposed revisions to the MOU. On July 7, 2014, the DoD released a revised MOU (the “2014 MOU”) and
institutions were informed that they were required to sign the 2014 MOU on or before September 5, 2014 in order to continue to
participate in DoD tuition assistance programs. In August 2014, APUS signed the 2014 MOU. Additional information regarding
the 2014 MOU and potential risks associated with it are further addressed in the “Regulatory Environment—Student Financing
Sources and Related Regulations/Requirements” and the “Risk Factors” sections of this Annual Report.
Regulated Industry. Our institutions operate in a highly regulated industry. For more information on the regulations to which
our institutions are subject, please refer to the “Business—Regulatory Environment” section of this Annual Report. Such
regulations may impact our financial results in a way that we cannot predict, and may have an adverse impact on our financial
condition.
Our Key Financial Results Metrics
Revenues
In reviewing our revenues we consider the following components: net course registrations and enrollment; tuition rate charged;
tuition net of scholarships; and other fees.
Net course registrations and enrollment. For financial reporting and analysis purposes, APUS measures its student
population in terms of aggregate course enrollments, or net course registrations. Course enrollments, or net course registra-
tions, which include one-credit lab courses combined with their related three-credit courses, represent the aggregate number of
courses in which students remain enrolled after the date by which they may drop the course without financial penalty. HCON
measures student population in terms of student enrollments. Student enrollment represents the number of students enrolled in
one or more courses after the date by which they may drop the course without financial penalty.
Course enrollments, or net course registrations, at APUS represent the aggregate number of courses in which students remain
enrolled after the date by which they may drop the course without financial penalty.
Because we recognize revenues over the length of a course, net course registrations in a financial reporting period do not
correlate directly with revenues for that period because revenues recognized from courses are not necessarily recognized in
the financial reporting period in which the course registrations occur. For example, revenues in a quarter reflect a portion of
the revenue from courses that began in a prior quarter and continued into the quarter, all revenue from courses that began and
ended in the quarter, and a portion of the revenue from courses that began but did not end in the quarter.
In recent years, in part because our students can access Title IV programs, APUS has been increasing its focus on public safety
professionals and other civilian markets. Title IV programs require participating students to take more courses per semester
than students participating in DoD tuition assistance programs. As a result, we expect that our increased focus on markets that
utilize Title IV programs may cause the average number of courses per student per semester to increase.
106
AMERICAN PUBLIC EDUCATION, INC. While we have experienced substantial growth in some recent periods, you should not rely on the results of any prior periods as
an indication of our future growth in net course registrations at APUS, student enrollments at HCON, or consolidated revenue,
as we do not expect that our historical growth rates are sustainable. Similarly, you should not rely on our operating margins in
any prior periods as an indication of our future operating margins.
Tuition rate. Providing affordable programs is an important element of our strategy for growth. Since 2000, APUS has not
raised undergraduate tuition and has only increased graduate tuition by modest amounts in 2007, 2010 and 2011. However,
APUS is planning a tuition increase in the second half of 2015, including to support further improvements in the online learning
experience and other initiatives aimed at improving student success. The tuition increase for graduate and undergraduate
tuition is anticipated to be in the range of 5% to 8%. To support its active duty military students, APUS will continue providing a
tuition grant that will keep the cost of tuition for those students at approximately its current level. In 2016, we also expect to
evaluate repositioning select degree programs by implementing differentiated pricing, primarily to better align tuition of certain
programs with higher market demand. APUS expects to continue to focus on offering affordable programs. Tuition, fees and
books at HCON are also designed to be affordable and competitive with other similar institutions offering the same level of
flexibility, accessibility and student experience.
Net tuition. Tuition revenues vary from period to period based on the aggregate number of students attending classes and the
number of classes they are attending during the period, the mix of programs that students are attending during the period, as
well as the number of students starting classes each month during the period and the timing of the start of a class each month
or term. Tuition revenue is adjusted to reflect amounts for students who withdraw from a course in the month or term the
withdrawal occurs. We also provide scholarships to certain students to assist them financially with their educational goals. The
cost of these scholarships is netted against tuition revenue in the period incurred for purposes of establishing net tuition
revenue. Scholarships typically represent less than 1% of revenues.
Other fees. Other fees at APUS include charges for transcript credit evaluation, which includes assistance in securing official
transcripts on behalf of the student and evaluating transcripts for transfer credit, and a technology fee per course. APUS
students are also charged withdrawal, graduation, late registration, transcript request and comprehensive examination fees,
when applicable. APUS provides a grant to cover the technology fee for students using DoD tuition assistance programs or VA
education benefits. For the year ended December 31, 2014, technology fee revenue was approximately $7.4 million, or 2.2% of
revenue. In accordance with FASB ASC Topic 605-50, Accounting by a Customer (Including a Reseller) for Certain Consideration
Received from a Vendor, other fees also include book purchase commissions that APUS receives for graduate student book
purchases and ancillary supply purchases that students make directly from our preferred book vendor. HCON students are
charged application, enrollment, and graduation fees, when applicable.
Costs and Expenses
We categorize our costs and expenses as (i) instructional costs and services, (ii) selling and promotional, (iii) general and
administrative, and (iv) depreciation and amortization.
Instructional costs and services. Instructional costs and services are expenses directly attributable to the educational
services we provide our students. This expense category includes salaries and benefits for full-time faculty, administrators
and academic advisors, and costs associated with part-time faculty. Instructional costs and services expenses also includes
costs associated with academic records and graduation, as well as other services provided by our institutions, such as
evaluating transcripts.
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FORM 10-K At APUS, instructional costs and services also includes expenses related to our undergraduate book grant program and
instructional pay for part-time faculty that is primarily dependent on the number of students taught. Beginning with the year
ended December 31, 2014, instructional costs and services also includes operating expenses directly associated with HCON’s
campus operations.
Selling and promotional. Selling and promotional expenses include salaries and benefits of personnel engaged in recruitment
and promotion, as well as costs associated with advertising and the production of marketing materials related to both new
enrollments and current students. Our selling and promotional expenses are generally affected by the cost of advertising media,
the efficiency of our selling efforts, salaries and benefits for our selling and admissions personnel, and the number of advertising
initiatives for new and existing academic programs. We believe the availability of Title IV program funds to students has
increased our marketability in non-military markets, but the nature of these markets and the rising cost of internet and other
advertising has caused our student acquisition costs to increase. As we continue to focus on students outside of public service
communities who use Title IV funds, this trend may continue and our student acquisition costs may increase.
General and administrative. General and administrative expenses include salaries and benefits of employees engaged in
corporate management, finance, information technology, human resources, facilities, compliance and other corporate functions.
In addition, the cost of renting and maintaining APUS facilities, technology expenses, and costs for professional services are
included in general and administrative costs. General and administrative expenses also include bad debt expense.
Depreciation and amortization. We incur depreciation and amortization expenses for costs related to the capitalization of
property, equipment, software and program development on a straight-line basis over the estimated useful lives of the assets.
In addition, we incur depreciation and amortization expenses for the amortization of identified intangible assets with a definite
life resulting from our acquisition of HCON on November 1, 2013.
Interest Income, Net
Interest income, net consists primarily of interest income earned on our notes receivable and on cash and cash equivalents, net
of any interest expense.
Equity Investment Loss, Net of Tax
Equity investment loss, net of tax consists primarily of our proportional share of after-tax earnings or losses attributable to our
investments in certain companies. We use the equity method of accounting for an investment in a company in which our
ownership is 20% or greater but less than or equal to 50% or when we have the ability to exercise significant influence over
operating and financial policies of the investment. We refer to these companies as investees.
Under the equity method, our investments in and amounts due to and from an investee are included in the consolidated balance
sheets. Our share of the investee’s earnings or losses are included in the consolidated statement of income as equity invest-
ment income (loss), net of tax. Dividends, cash distributions, loans or other cash received from the investee, additional cash
investments, loan repayments or other cash paid to the investee are included in the consolidated statement of cash flows.
Additionally, when circumstances warrant, the carrying value of investments accounted for using the equity method of account-
ing are adjusted downward to reflect any other-than-temporary declines in value.
As of December 31, 2014, our equity method investments include an approximate 19.9% investment in preferred stock of
NWHW Holdings, Inc., or NWHW Holdings, a holding company that operates New Horizons Worldwide, Inc., an investment in
preferred stock of Fidelis Education, Inc., or Fidelis, representing approximately 21.6% of its fully diluted equity, and investment
in preferred stock of Second Avenue Software, Inc., or Second Avenue Software, representing approximately 25.9% of its fully
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AMERICAN PUBLIC EDUCATION, INC. diluted equity. In connection with these investments, we are entitled to certain rights, including the right to representation on
the Boards of Directors of NWHW Holdings, Fidelis Education, and Second Avenue Software.
Critical Accounting Policies and Use of Estimates
The discussion of our financial condition and results of operations is based upon our financial statements, which have been
prepared in accordance with accounting principles generally accepted in the United States, or GAAP. During the preparation of
these financial statements, we are required to make estimates and assumptions that affect the reported amounts of assets,
liabilities, revenues, costs and expenses and related disclosures. On an ongoing basis, we evaluate our estimates and assump-
tions, including those related to revenue recognition, accounts receivable and allowance for doubtful accounts, valuation of
long-lived assets, contingencies, income taxes and stock-based compensation expense. We base our estimates on historical
experience and on various other assumptions that we believe are reasonable under the circumstances. The results of our
analysis form the basis for making assumptions about the carrying values of assets and liabilities that are not readily apparent
from other sources. Actual results may differ from these estimates under different assumptions or conditions, and the impact of
such differences may be material to our consolidated financial statements.
A summary of our critical accounting policies follows:
Revenue recognition. The company records all tuition as deferred revenue when a student begins a class, in the case of
APUS, or starts a term, in the case of HCON. At the beginning of each class or term, revenue is recognized on a pro rata basis
over the period of the class or term, which is, for APUS, either an eight- or sixteen-week period and for HCON, a quarterly term.
This results in deferred revenue on the Company’s balance sheet that includes future revenues that have not yet been earned
for classes and terms that are in progress.
Revenue Recognition—American Public University System
APUS’s tuition revenues vary from period to period based on the number of net course registrations. Students may remit tuition
payments through the online registration process at any time or they may elect various payment options, including payments by
sponsors, alternative loans, financial aid, or the DoD tuition assistance program which remits payments directly to APUS. These
other payment options can delay the receipt of payment up until the class starts or longer, resulting in the recording of a
receivable from the student and deferred revenue at the beginning of each session. Tuition revenue for sessions in progress that
has not been earned by APUS is presented as deferred revenue in the accompanying balance sheet.
APUS refunds 100% of tuition for courses that are dropped by students before the conclusion of the first seven days of a course.
Because courses begin the first Monday of every month and penalty free drops occur by the second Monday of every month, we
do not recognize revenue for dropped courses. After a course begins, if a student does not drop the course within the first seven
days, the following refund policy is used:
8-Week Course—Tuition Refund Schedule
Withdrawal Request Date
Before or During Week 1
During Week 2
During Weeks 3 and 4
During Weeks 5 through 8
Tuition Refund Percentage
100%
75%
50%
No Refund
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FORM 10-K 16-Week Course—Tuition Refund Schedule
Withdrawal Request Date
Before or During Week 1
During Week 2
During Weeks 3 and 4
During Weeks 5 through 8
During Weeks 9 through 16
Tuition Refund Percentage
100%
100%
75%
50%
No Refund
Additional refund policies may apply to students of certain states in accordance with specific state and other local requirements.
APUS recognizes revenue on a pro rata basis over the period of its courses as APUS completes the tasks entitling it to the
benefits represented by such revenue. If a student withdraws during the academic term, APUS recognizes as revenue the
remaining non-refundable amount due from the student in the period the withdrawal occurs. The calculation of the remaining
non-refundable amount is based upon the APUS student refund policy. For those students who have an outstanding receivable
balance at the date of withdrawal, APUS assesses collectability and only recognizes as revenue those amounts where collect-
ability is reasonably assured based on APUS’s history with similar student accounts. This policy was implemented on January 1,
2015. Prior to this, APUS recognized revenue for all student withdrawals and established an allowance for those receivables
considered uncollectible. The Company does not believe that this change in policy will have a material effect on its results of
operations or financial condition.
Other revenue includes charges for transcript credit evaluation, which includes assistance in securing official transcripts on
behalf of the student in addition to evaluating transcripts for transfer credit, and a technology fee per course. APUS provides a
grant to cover the technology fee for students using DoD tuition assistance programs or VA education benefits. Students also
are charged withdrawal, graduation, late registration, transcript request and comprehensive examination fees, when applicable.
In accordance with FASB ASC Topic 605-50, Accounting by a Customer (Including a Reseller) for Certain Consideration Received
from a Vendor, other fees also include book purchase commissions APUS receives for graduate student book purchases and
ancillary supply purchases students make directly from APUS’s preferred book vendor.
Revenue Recognition—Hondros College of Nursing
HCON’s tuition revenues vary from period to period based on the number of students enrolled. HCON students may remit tuition
payments at any time, or they may elect various payment options that can delay receipt of payment up until the term starts or
longer. These other payment options include payments by sponsors, financial aid, alternative loans, or payment plan options. If
one of the various other payment options are confirmed as secured, the student is allowed to start the term. Students have
access to their account statements on the student portal prior to the start of the term. Sponsor invoices are prepared and sent
according to their billing terms. All financial aid is awarded prior to the start of the term and requests for authorization of
disbursement begin in the first week of the term. Tuition revenue for the term in progress that has not been earned by HCON is
presented as deferred revenue in the accompanying balance sheet.
HCON refund policy complies with the rules of the Ohio State Board of Career Colleges and Schools and is applicable to each
term. For a course with an on-campus or other in-person component, the date of withdrawal is determined by a student’s last
attended day of clinical offering, laboratory session, or lecture. For an online course, the date of withdrawal is determined by a
student’s last submitted assignment in the course. HCON uses the following refund policy:
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AMERICAN PUBLIC EDUCATION, INC. Withdrawal Request Date
Before first full calendar week of the quarter
During first full calendar week of the quarter
During second full calendar week of the quarter
During third full calendar week of the quarter
During fourth full week of the quarter
Tuition Refund Percentage
100%, plus registration fee
75%, plus registration fee
50%, plus registration fee
25%, plus registration fee
No Refund
Additional refund policies may apply to students of certain states in accordance with specific state and other local regulations.
Accounts receivable. Course tuition is recorded as accounts receivable and deferred revenue at the time students begin a
class or term. Students may remit tuition payments at any time or they may elect various payment options, which can delay the
receipt of payment up until the class or term starts or longer. These other payment options include payments by sponsors,
financial aid, alternative loans, payment plan options, or tuition assistance programs that remit payments directly to us. When a
student remits payment after a class or term has begun, accounts receivable is reduced. If payment is made prior to the start of
a class or term, the payment is recorded as a student deposit, and the student is provided access to the online classroom when
classes start, in the case of APUS, or allowed to start the term, in the case of HCON. If one of the various other payment options
are confirmed as secured, the student is provided access to the online classroom or allowed to start the term. If no receipt is
confirmed or payment option secured, the student will be dropped from the online class or not allowed to start the term.
Therefore, billed amounts represent charges that have been prepared and sent to students or the applicable third party payor
according to the terms agreed upon in advance.
DoD tuition assistance programs are billed by branch of service on a course-by-course basis when a student starts class,
whereas Title IV programs are billed based on the classes included in a student’s semester. Billed accounts receivable are
considered past due if the invoice has been outstanding for more than 30 days. The allowance for doubtful accounts is based on
management’s evaluation of the status of existing accounts receivable. Among other factors, management considers the age of
the receivable, the anticipated source of payment and the company’s historical allowance considerations. Consideration is also
given to any specific known risk areas among the existing accounts receivable balances. Recoveries of receivables previously
written off are recorded when received. We do not charge interest on our past due accounts receivable.
Property and equipment. All property and equipment are carried at cost less accumulated depreciation, except the acquired
assets of HCON, which were recorded at fair value at the acquisition date. Depreciation and amortization are calculated on a
straight-line basis over the estimated useful lives of the assets. Our proprietary system, Partnership At a Distance TM, or PAD,
is a customized student information and services system used by APUS to manage admissions, online orientation, course
registrations, tuition payments, grade reporting, progress toward degrees, and various other functions. Costs associated with
the system have been capitalized in accordance with FASB ASC Topic 350, Accounting for the Costs of Computer Software
Developed or Obtained for Internal Use, and classified as property and equipment. These costs are amortized over the estimated
useful life of five years. The Company also capitalizes certain costs for academic program development. These costs are
transferred to property and equipment upon completion of each program and amortized over an estimated life not to exceed
three years.
Investments. On September 30, 2012, the Company made a $6.8 million investment in preferred stock of NWHW Holdings, Inc.
or NWHW Holdings, a holding company which operates New Horizons Worldwide Inc., or New Horizons, representing approxi-
mately 19.9% of the fully diluted equity of NWHW Holdings. New Horizons is a global IT training company operating over 300
locations around the world through franchise arrangements in 45 states and 70 countries. In connection with the investment,
the Company is entitled to certain rights, including the right to representation on the Board of Directors of NWHW Holdings. The
111
FORM 10-K Company accounts for its investment in NWHW Holdings under the equity method of accounting. Therefore, the Company
recorded the investment at cost and recognizes its share of earnings or losses in the investee in the periods for which they are
reported with a corresponding adjustment in the carrying amount of the investment.
On February 20, 2013, the Company made a $4.0 million investment in preferred stock of Fidelis Education, Inc., or Fidelis
Education, representing approximately 21.6% of its fully diluted equity. Fidelis Education is developing a learning relationship
management system that will assist working adult students with education advising and career mentoring services as they
pursue college degrees. In connection with the investment, the Company is entitled to certain rights, including the right to
representation on the Board of Directors of Fidelis Education. The Company accounts for its investment in Fidelis Education
under the equity method of accounting. Therefore, the Company recorded the investment at cost and will recognize its share of
earnings or losses in the investee in the periods for which they are reported with a corresponding adjustment in the carrying
amount of the investment.
On April 2, 2014, the Company made a $1.5 million investment in preferred stock of Second Avenue Software, Inc., or Second
Avenue Software, representing approximately 25.9% of its fully diluted equity. Second Avenue Software is a game-based
education software company that develops software on a proprietary and “work-for-hire” basis. In connection with the invest-
ment, the Company is entitled to certain rights, including the right to representation on the Board of Directors. The Company
accounts for its investment in Second Avenue Software under the equity method of accounting. Therefore, the Company
recorded the investment at cost and will recognize its share of earnings or losses in the investee in the periods for which they
are reported with a corresponding adjustment in the carrying amount of the investment.
Note Receivable. In connection with the Company’s minority investment in NWHW Holdings, Inc., we extended $6.0 million in
credit to New Horizons in exchange for a subordinated note. On December 16, 2014, New Horizons prepaid the $6.0 million loan
we made in connection with the investment transaction, including pro rata interest owed.
We evaluate loans receivable by analyzing the borrower’s creditworthiness, cash flows and financial status, and the condition and
estimated value of the collateral. We consider a loan to be impaired when, based upon current information and events, we believe
it is probable that we will be unable to collect all amounts due according to the contractual terms of the loan agreement.
Income taxes. Deferred taxes are determined using the liability method, whereby deferred tax assets are recognized for
deductible temporary differences and deferred tax liabilities are recognized for taxable temporary differences. Temporary
differences are the differences between the reported amounts of assets and liabilities and their tax basis. As those differences
reverse, they will enter into the determination of future taxable income. Deferred tax assets are reduced by a valuation
allowance when, in the opinion of management, it is more likely than not that some portion or all of the deferred tax assets will
not be realized. Deferred tax assets and liabilities are adjusted for the effects of changes in tax laws and rates on the date of
enactment of such changes.
Stock-based compensation. Prior to 2012, the Company used a mix of stock options and restricted stock, but since 2011, the
Company has not issued stock options. We apply FASB ASC Topic 718, Share-Based Payment, which requires the measurement
and recognition of compensation expense for stock-based payment awards made to employees and directors, including
employee stock options.
Stock-based compensation expense related to restricted stock grants is expensed over the vesting period using the straight-
line method for Company employees and the graded-vesting method for members of the Board of Directors, and is measured
using APEI’s stock price on the date of grant. The fair value of each option award is estimated at the date of grant using a
Black-Scholes option-pricing model that uses certain assumptions which have been noted in “Financial Statements and
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AMERICAN PUBLIC EDUCATION, INC. Supplementary Data—Notes to Consolidated Financial Statements—Stockholders’ Equity.” Prior to 2012, the Company
calculated the expected term of stock option awards using the “simplified method” in accordance with Securities and
Exchange Commission Staff Accounting Bulletins No. 107 and 110 because the Company lacked historical data and was unable
to make reasonable assumptions regarding the future. The Company also estimates forfeitures of share-based awards at the
time of grant and revises such estimates in subsequent periods if actual forfeitures differ from original projections. The
Company makes assumptions with respect to expected stock price volatility based on the average historical volatility of the
stock prices of peers with similar attributes. In addition, the Company determines the risk free interest rate by selecting the
U.S. Treasury five-year constant maturity, quoted on an investment basis in effect at the time of grant for that business day.
Estimates of fair value are subjective and are not intended to predict actual future events, and subsequent events are not
indicative of the reasonableness of the original estimates of fair value made under FASB ASC Topic 718.
Goodwill and indefinite-lived intangible assets. Goodwill represents the excess of the purchase price of an acquired
business over the amount assigned to the assets acquired and liabilities assumed. Goodwill and the indefinite-lived intangible
asset are assessed at least annually for impairment, or more frequently if events occur or circumstances change between
annual tests that would more likely than not reduce the fair value of the respective reporting unit below its carrying amount.
Under Accounting Standards Update No. 2011-08, Intangibles-Goodwill and Other (Topic 350): Testing Goodwill for Impairment, the
Company is permitted, but not required, to first assess qualitative factors to determine whether it is necessary to perform the
quantitative goodwill impairment test.
Our goodwill and other intangibles by reportable segment are summarized below (in thousands):
American Public Education Segment
Hondros College of Nursing Segment(1)
Total
Annual
Impairment
Test Date
N/A
10/31/2014
Goodwill as of December 31,
Other Intangibles as of December 31,
2013
$ —
38,148
$38,148
2014
$ —
38,634
$38,634
2013
$ —
$8,082
$8,082
2014
$ —
$8,082
$8,082
(1) Effective November 1, 2013, we acquired HCON which resulted in recognition of $38.6 million of goodwill and $8.1 million in other identifiable
intangibles assets. Additional information regarding the recognition of goodwill related to the HCON acquisition is contained in Notes 2 and 11
of our “Notes to Consolidated Financial Statements.” A goodwill impairment test was conducted on October 31, 2014. We currently intend to
test goodwill for impairment on each anniversary date of the acquisition.
Valuation of long-lived assets. We account for the valuation of long-lived assets under FASB ASC Topic 360, Accounting for
the Impairment or Disposal of Long-Lived Assets. FASB ASC Topic 360 requires that long-lived assets and certain identifiable
intangible assets be reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount
of an asset may not be recoverable. Recoverability of the long-lived asset is measured by a comparison of the carrying amount
of the asset to future undiscounted net cash flows expected to be generated by the asset. If such assets are considered to be
impaired, the impairment to be recognized is measured by the amount by which the carrying amount of the assets exceeds the
estimated fair value of the assets. Assets to be disposed of are reportable at the lower of the carrying amount or fair value, less
costs to sell.
Recent Accounting Pronouncements
In May 2014, the FASB issued ASU No. 2014-09, “Revenue from Contracts with Customers (Topic 606)” (“ASU 2014-09”). The
standard is a comprehensive new revenue recognition model that requires revenue to be recognized in a manner to depict the
transfer of goods or services to a customer at an amount that reflects the consideration expected to be received in exchange for
those goods or services. ASU 2014-09 is effective for fiscal years, and interim periods within those years, beginning after
December 15, 2016, and early adoption is not permitted. Accordingly, the standard will only be effective for us for periods
113
FORM 10-K beginning on or after January 1, 2017. We will evaluate the impact that the standard will have on our financial condition, results
of operations, and disclosures.
In August 2014, the FASB issued ASU No. 2014-15, “Disclosure of Uncertainties about an Entity’s Ability to Continue as a Going
Concern” (“ASU 2014-15”). The standard requires management to evaluate, at each interim and annual reporting period, whether
there are conditions or events that raise substantial doubt about the entity’s ability to continue as a going concern within one
year after the date the financial statements are issued, and provide related disclosures. ASU 2014-15 is effective for annual
periods ending after December 15, 2016, and for annual and interim periods thereafter, and early adoption is permitted. We do
not expect to early adopt ASU 2014-15, which will be effective for us for our fiscal year ending December 31, 2016, and we do
not believe the standard will have a material impact on our financial statements.
Results of Operations
We acquired HCON on November 1, 2013, and therefore our consolidated results for periods prior to November 1, 2013 do not
include any results from HCON, while periods after the date of HCON’s acquisition include HCON’s results.
The following table sets forth statements of operations data as a percentage of revenues for each of the periods indicated:
Revenues
Costs and expenses:
Instructional costs and services
Selling and promotional
General and administrative
Depreciation and amortization
Total costs and expenses
Income from operations before interest income and income taxes
Interest income, net
Income from operations before income taxes
Income tax expense
Equity investment loss, net of taxes
Net income
2012
100.0%
2013
100.0%
2014
100.0%
35.2%
19.1%
20.3%
3.5%
78.1%
21.9%
—%
21.9%
8.5%
—%
13.4%
34.2%
19.9%
21.3%
4.1%
79.5%
20.5%
0.1%
20.6%
7.8%
—%
12.8%
35.4%
19.8%
21.3%
4.6%
81.1%
18.9%
0.1%
19.0%
7.2%
(0.1)%
11.9%
Year Ended December 31, 2014 Compared to Year Ended December 31, 2013
Revenues
Our consolidated revenues for the year ended December 31, 2014 were $350.0 million, an increase of $20.5 million or 6.2%,
compared to $329.5 million for the year ended December 31, 2013. The increase was the result of the inclusion of the results of
the HCON Segment for the year ended December 31, 2014, partially offset by decreased revenue in our APEI Segment due to a
decrease in net course registrations.
APEI Segment net course registrations, which include one-credit lab courses combined with their related three-credit course,
decreased to approximately 404,000 in the year ended December 31, 2014 from approximately 409,700 in the year ended
December 31, 2013, a decrease of approximately 1.4%. We believe that the decrease in the APEI Segment’s net course registra-
tions for the year ended December 31, 2014 was primarily attributable to uncertainty in the military market accompanied by
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AMERICAN PUBLIC EDUCATION, INC. increased competition for students, as well as to a more targeted and narrower geographical approach to marketing that was
intended to attract students with greater college readiness. We believe that continued uncertainty regarding the availability of
DoD’s tuition assistance programs and the impact from the October 2013 temporary suspension of such programs may have
negatively impacted our net course registrations during 2014. For more information on the impact of the temporary suspensions
of DoD’s tuition assistance programs please refer to “Overview” above.
Costs and Expenses
Costs and expenses were $284.2 million for the year ended December 31, 2014, an increase of $22.1 million, or 8.4%, compared
to $262.1 million for the year ended December 31, 2013. This increase was primarily the result of the inclusion of the results of
the HCON Segment for the year ended December 31, 2014, and the specific factors discussed below.
Costs and expenses as a percentage of revenues increased to 81.1% in the year ended December 31, 2014 from 79.5% in the
year ended December 31, 2013. Similarly, our income before interest income and income taxes, or our operating margin,
decreased to 18.9% from 20.5% over that same period. Our costs and expenses as a percentage of revenue increased due to
the inclusion of the operating results of the HCON Segment, which has higher costs and expenses as a percentage of revenue
than our APEI Segment largely because HCON offers the majority of its courses at physical campuses, which have a higher cost
structure than courses delivered fully online, and also due to the specific factors discussed below.
Instructional costs and services. Instructional costs and services expenses for the year ended December 31, 2014 were
$123.8 million, an increase of $11.0 million, or 9.8%, compared to $112.8 million for the year ended December 31, 2013.
Instructional costs and services expenses as a percentage of revenues were 35.4% for the year ended December 31, 2014,
compared to 34.2% for the year ended December 31, 2013. The increase in instructional costs and services expenses was
primarily the result of the inclusion of the results of the HCON Segment for the year ended December 31, 2014, partially offset
by decreases in instructional costs and services expenses in our APEI Segment as the result of lower net course registrations.
For the year ended December 31, 2014, instructional costs and services expenses include campus-level operating expenses for
the HCON Segment.
Selling and promotional. Selling and promotional expenses for the year ended December 31, 2014 were $69.2 million, an
increase of $3.5 million, or 5.3%, compared to $65.7 million for the year ended December 31, 2013. This increase was due to
increased advertising expenses in our APEI Segment and the inclusion of the results of the HCON Segment for the year ended
December 31, 2014. Selling and promotional expenses as a percentage of revenues were 19.8% for the year ended
December 31, 2014 and 19.9% for the year ended December 31, 2013. Selling and promotional expenses as a percentage of
revenues were largely unchanged year over year due to higher spending in our APEI Segment offset by our HCON Segment
which spends less on such expenses as a percentage of revenue than our APEI Segment.
General and administrative. General and administrative expenses for the year ended December 31, 2014 were $75.1 million,
an increase of $5.0 million, or 7.1% compared to $70.1 million for the year ended December 31, 2013. The increase in general and
administrative expenses was primarily a result of the inclusion of the results of the HCON Segment for the year ended
December 31, 2014, and increases in salary expenses and bad debt expense in our APEI Segment. General and administrative
expenses as a percentage of revenues were 21.3% for the years ended December 31, 2014 and 2013.
Bad debt expense increased to $19.2 million, or approximately 5.5% of revenue, in the year ended December 31, 2014, from
$14.3 million, or approximately 4.3% of revenue, in the year ended December 31, 2013. We believe the increase in bad debt
expense is primarily due to non-military students in our APEI Segment utilizing funds from Title IV programs and not completing
their academic period, resulting in a return of federal student aid and a resulting unpaid balance due directly from the student,
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FORM 10-K which in turn can result in bad debt. For further information regarding our accounting policies for the students discussed in the
previous sentence, please refer to “Critical Accounting Policies and Use of Estimates” above.
Depreciation and amortization. Depreciation and amortization expenses were $16.1 million for the year ended December 31,
2014, compared to $13.5 million for the year ended December 31, 2013, or an increase of 19.3%. This increase resulted from
greater capital expenditures and higher depreciation and amortization on a larger fixed-asset base in our APEI Segment, and the
inclusion of the results of the HCON Segment for the year ended December 31, 2014.
Stock-based compensation. Stock-based compensation included in instructional costs and services, selling and promotional,
and general and administrative expenses for the year ended December 31, 2014 was $5.4 million in the aggregate, representing
an increase of $1.4 million, or 33.4%, compared to $4.0 million for the year ended December 31, 2013. This increase resulted
primarily from a higher number of employees being eligible for stock-based compensation.
The table below reflects our stock-based compensation expense recognized in the consolidated statements of income for the
years ended December 31, 2013 and 2014 (in thousands):
Instructional costs and services
Selling and promotional
General and administrative
Total stock-based compensation expense
Income Tax Expense
Year Ended December 31,
2013
$ 876
444
2,704
$4,024
2014
$1,274
568
3,527
$5,369
We recognized tax expense from continuing operations for the years ended December 31, 2014 and 2013 of $25.1 million and
$25.6 million, respectively, or effective tax rates of 38.0% and 37.9%, respectively.
Net Income
Net income was $40.9 million for the year ended December 31, 2014, compared to net income of $42.0 million for the year ended
December 31, 2013, a decrease of $1.1 million, or 2.6%. This decrease was related to the factors discussed above.
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AMERICAN PUBLIC EDUCATION, INC. Operating Results by Reportable Segment—Year Ended December 31, 2014
Compared to Year Ended December 31, 2013
The table below details our operating results by reportable segment for the periods indicated (in thousands):
Year Ended December 31,
2013
2014
$ Change
% Change
Revenue
American Public Education Segment
Hondros College of Nursing Segment
Total Revenue
Income from continuing operations before interest income
and income taxes
American Public Education Segment
Hondros College of Nursing Segment
$325,678
3,801
$329,479
$319,879
30,141
$350,020
$(5,799)
26,340
$20,541
$67,161
276
$62,499
3,333
$(4,662)
3,057
Total income from continuing operations before interest
income and income taxes
$67,437
$65,832
$(1,605)
(2)%
—
6%
(7)%
—
(2)%
APEI Segment
For the year ended December 31, 2014, our APEI Segment earned approximately $319.9 million in revenues, a $5.8 million, or
1.8%, decrease as compared to the year ended December 31, 2013, which is primarily attributable to lower net course registra-
tions. Income from continuing operations before interest income and income taxes was approximately $62.5 million for the year
ended December 31, 2014, a decrease of $4.7 million, or 6.9%, compared to the year ended December 31, 2013 as a result of the
decrease in net course registrations and increases in general and administrative expenses and in selling and promotional
expenses partially offset by a decrease in instructional costs and services expenses. For information regarding the APEI
Segment’s net course registrations please refer to “Year Ended December 31, 2014 Compared to Year Ended December 31,
2013—Revenues” above.
HCON Segment
For the year ended December 31, 2014, the HCON Segment earned $30.1 million in revenues and $3.3 million in income from
continuing operations before interest income and income taxes. For the year ended December 31, 2013, we reported $3.8 million
in revenues from our HCON Segment and $0.3 million in income from continuing operations before interest income and income
taxes. The increases in revenue and income from continuing operations before interest income and income taxes for the year
ended December 31, 2014 is a result of including the results of the HCON Segment for the entire year.
Year Ended December 31, 2013 Compared to Year Ended December 31, 2012
Revenues
Revenues for the year ended December 31, 2013 were $329.5 million, an increase of $16.0 million, or 5.1%, compared to
$313.5 million for the year ended December 31, 2012. The increase was primarily the result of higher net course registrations in
our APEI Segment. Revenues for the year ended December 31, 2013 also included $3.8 million in revenues earned by our HCON
Segment following its acquisition on November 1, 2013.
APEI Segment net course registrations, which include one-credit lab courses combined with their related three-credit course,
increased to approximately 409,700 in the year ended December 31, 2013 from approximately 402,200 in the year ended
117
FORM 10-K December 31, 2012, an increase of approximately 1.9%. The increase in net course registrations was primarily attributable to
increased marketing efforts to non-military students interested in the affordability and diversity of our academic programs, and
to some degree as a result of students who enrolled solely to obtain funds from Title IV programs and some students who might
not otherwise pursue a degree or certificate but are attracted to enroll in our programs because of the availability of these
funds and economic hardships resulting from today’s economic climate. We believe that net course registrations and revenues in
the second and fourth quarters of the year ended December 31, 2013 were negatively impacted, in part, by the temporary
suspensions of DoD tuition assistance programs in March and October 2013, resulting in fewer enrollments and less tuition
revenue from service members than otherwise would have been anticipated.
Costs and Expenses
Costs and expenses were $262.1 million for the year ended December 31, 2013, an increase of $17.4 million, or 7.1%, compared
to $244.7 million for prior year ended December 31, 2012. This increase was due to the specific factors discussed below. Costs
and expenses as a percentage of revenues increased to 79.5% in 2013 from 78.1% in 2012. Similarly, our income before interest
income and income taxes, or our operating margin, decreased to 20.5% from 21.9% over that same period. This increase in
costs and expenses as a percentage of revenues and decrease in operating margins resulted from the factors described below.
Overall, our costs and expenses as a percentage of revenue increased primarily as a result of increases in selling and promo-
tional expenses attributable to higher advertising costs and costs associated with attracting non-military students, and an
increase in general and administrative expenses related to higher expenditures for information technology, as well as slowing
revenue growth due, in part, to the temporary suspension of DoD tuition assistance programs in March and October 2013. Costs
and expenses for the year ended December 31, 2013 also included expenses incurred by our HCON Segment following its
acquisition on November 1, 2013.
Instructional costs and services. Instructional costs and services expenses for the year ended December 31, 2013 were
$112.8 million, an increase of $2.6 million, or 2.4%, compared to $110.2 million for the year ended December 31, 2012. This
increase was directly related to an increase in the number of course sections offered due to the increase in net course registra-
tions in our APEI Segment. Instructional costs and services expense as a percentage of revenues decreased to 34.2% for the
year ended December 31, 2013 from 35.2% for year ended December 31, 2012. This decrease was primarily due to the number of
full-time academic support staff at APUS increasing at a slower rate than revenue, and lower textbook costs.
Selling and promotional. Selling and promotional expenses for the year ended December 31, 2013 were $65.7 million, an
increase of $5.9 million, or 9.9% compared to $59.8 million for the year ended December 31, 2012. This increase was primarily
due to an increase in the cost of internet and other advertising in our APEI Segment. Selling and promotional expenses as a
percentage of revenues increased to 19.9% for the year ended December 31, 2013 from 19.1% for the year ended December 31,
2012 due to an increase in the cost of internet and other advertising, as well as slowing revenue growth due, in part, to the
temporary suspension of DoD tuition assistance programs in March and October 2013.
General and administrative. General and administrative expenses for the year ended December 31, 2013 were $70.1 million,
an increase of $6.5 million, or 10.2%, compared to $63.6 million for the year ended December 31, 2012. The increase in expendi-
tures was primarily due to costs associated with an increase in non-military students and increased expenditures for informa-
tion technology in our APEI Segment. General and administrative expenses as a percentage of revenues increased to 21.3% for
the year ended December 31, 2013 from 20.3% for the year ended December 31, 2012. This increase was primarily due to costs
associated with an increase in non-military students and slowing revenue growth in our APEI Segment due, in part, to the
temporary suspension of DoD tuition assistance programs in March and October 2013.
Bad debt expense increased to $14.3 million for the year ended December 31, 2013 from $13.6 million for the year ended
December 31, 2012, or approximately 4.3% of revenue in both years. The increase in bad debt expense is due to non-military
118
AMERICAN PUBLIC EDUCATION, INC. students that utilize funds from Title IV programs and that do not complete their academic period, resulting in a return of federal
student aid and a resulting unpaid balance due directly from the student, which in turn can result in bad debt.
Depreciation and amortization. Depreciation and amortization expenses were $13.5 million for the year ended December 31,
2013, or an increase of 21.6% as compared to $11.1 million for the year ended December 31, 2012. The increase resulted from
greater capital expenditures and higher depreciation and amortization on a larger fixed asset base that included, among other
items, an increase in expenses related to a new administrative facility constructed in 2012.
Stock-based compensation. Stock-based compensation included in instructional costs and services, selling and promotional,
and general and administrative expenses for the year ended December 31, 2013 was $4.0 million in the aggregate, representing
an increase of 33.4% from $3.8 million for the year ended December 31, 2012. The increase in stock-based compensation
expense is primarily attributable to an increase in new restricted stock grants.
The table below reflects our stock-based compensation expense recognized in the consolidated statements of income for the
years ended December 31, 2012 and 2013 (in thousands):
Instructional costs and services
Selling and promotional
General and administrative
Total stock-based compensation expense
Income Tax Expense
Year Ended December 31,
2012
$ 896
378
2,544
$3,818
2013
$ 876
444
2,704
$4,024
We recognized tax expense from continuing operations for the years ended December 31, 2013 and 2012 of $25.6 million and
$26.5 million, respectively, or effective tax rates of 37.9% and 38.5%, respectively. The decrease in the effective tax rate was
due to the tax benefit of stock options exercised in 2013.
Net Income
Net income was $42.0 million for the year ended December 31, 2013, compared to net income of $42.3 million for the year ended
December 31, 2012, a decrease of $0.3 million, or 0.7%. This decrease was related to the factors discussed above.
119
FORM 10-K Operating Results by Reportable Segment—Year Ended December 31, 2013
Compared to Year Ended December 31, 2012
The table below details our operating results by reportable segment for the periods indicated (in thousands):
Year Ended December 31,
2012
2013
$ Change
% Change
Revenue
American Public Education Segment
Hondros College of Nursing Segment
Total Revenue
Income from continuing operations before interest income
and income taxes
American Public Education Segment
Hondros College of Nursing Segment
$313,516
—
$313,516
$325,678
3,801
$329,479
$ 12,162
3,801
$ 15,963
$ 68,802
—
$ 67,161
276
$(1,641.0)
276
Total income from continuing operations before interest
income and income taxes
$ 68,802
$ 67,437
$ (1,365)
4%
—
5%
(2)%
—
(2)%
APEI Segment
For the year ended December 31, 2013 the APEI Segment earned approximately $325.7 million in revenues, a 3.9% increase as
compared to the year ended December 31, 2012, which was primarily attributable to higher net course registrations. Income
from continuing operations before interest income and income taxes was approximately $67.2 million, a decrease of $1.6 million,
or 2.4% as compared to the year ended December 31, 2012 as a result of the APEI Segment’s expenses increasing at a faster
rate than revenue as well as slowing revenue growth due, in part, to the temporary suspension of DoD tuition assistance
programs in March and October 2013. For information regarding the APEI Segment’s net course registrations please refer to
“Year Ended December 31, 2013 Compared to Year Ended December 31, 2012—Revenues” above.
HCON Segment
Our HCON segment reflects the operations of HCON, which was acquired effective November 1, 2013. We did not consolidate
the financial results of the segment prior to this date.
120
AMERICAN PUBLIC EDUCATION, INC. Quarterly Results
The following table presents our unaudited quarterly results of operations for each of our eight last quarters prior to
December 31, 2014. You should read the following table in conjunction with the consolidated financial statements and related
notes contained elsewhere in this Annual Report. We have prepared the unaudited information on the same basis as our
audited consolidated financial statements. Results of operations for any quarter are not necessarily indicative of results for any
future quarters or for a full year (in thousands).
(Unaudited)
Statement of Operations Data:
Revenues
Costs and expenses:
Instructional costs and services
Selling and promotional
General and administrative
Depreciation and amortization
Total costs and expenses
Income before taxes
Interest income, net
Income before income taxes
Income tax expense (benefit)
Investment income (loss),
net of taxes
Net income
Other Data:
Stock-based compensation
Net cash provided by
operating activities
Capital expenditures
APUS Net course registrations
March 31,
2013
June 30,
2013
Sept. 30,
2013
Dec. 31,
2013
March 31,
2014
June 30,
2014
Sept. 30,
2014
Dec. 31,
2014
Quarter Ended
$83,840
$80,925
$81,777
$82,937
$88,553
$85,463
$84,707
$91,297
28,405
16,539
17,479
3,207
65,630
18,210
64
18,274
6,850
27,207
16,045
17,158
3,312
63,722
17,203
88
17,291
6,543
28,139
15,989
16,766
3,376
64,270
17,507
77
17,584
6,612
29,033
17,114
18,660
3,613
68,420
14,517
80
14,597
5,640
31,348
17,067
19,524
3,889
71,828
16,725
81
16,806
6,327
30,197
16,982
18,491
3,958
69,628
15,835
98
15,933
6,173
30,626
17,948
17,432
4,054
70,060
14,647
98
14,745
5,877
31,594
17,232
19,626
4,220
72,672
18,625
84
18,709
6,773
$ (48)
$11,376
$ 2
$10,750
$ (61)
$10,911
$ 40
$ 8,997
$ 43
$10,436
$ (42)
$ 9,802
$ 26
$ 8,842
$ 139
$11,797
$ 1,015
$ 968
$ 1,022
$ 1,019
$ 1,156
$ 1,267
$ 1,267
$ 1,679
$20,603
$ 5,947
109,700
$14,037
$ 4,974
99,500
$19,559
$ 4,172
105,200
$ 5,215
$ 5,556
95,400
$12,449
$ 4,612
105,800
$ 9,776
$ 4,603
96,100
$24,945
$ 6,043
100,200
$13,860
$ 9,338
101,800
Liquidity and Capital Resources
We financed our operating activities and capital expenditures during the years ended December 31, 2014 and December 31, 2013
primarily through cash provided by operating activities. Cash and cash equivalents were $115.6 million and $94.8 million at
December 31, 2014 and December 31, 2013, respectively, representing an increase of $20.8 million, or 22.0%, during the year
ended December 31, 2014. Cash and cash equivalents were $114.9 million at December 31, 2012. The $20.1 million decrease in
cash, or a decrease of 17.5%, for the year ended December 31, 2013 was largely due to our purchase of HCON on November 1,
2013, partially offset by cash provided by operating activities.
In the year ended December 31, 2014, we used cash to repurchase stock and for our minority investment in Second Avenue
Software, while in the year ended December 31, 2013, we used cash to repurchase stock and for our minority investment in
Fidelis Education.
121
FORM 10-K We derive a significant portion of our revenues from our participation in Title IV programs, for which disbursements are gov-
erned by federal regulations. We have typically received disbursements under Title IV programs within 30 days of the start of
the applicable class. Another significant source of revenue for our APEI Segment is derived from tuition assistance programs
from the DoD. Generally, these funds are received within 60 days of the start of the classes to which they relate. These factors,
together with the number of classes starting each month, affect our operating cash flow.
Our costs and expenses have increased due to changes in the composition of our student body, increased overhead, and the
acquisition and operation of HCON. We expect to continue to fund these costs and expenses through cash generated from
operations. Based on our current level of operations, we believe that our cash flow from operations and other sources of
liquidity, including cash and cash equivalents, will provide adequate funds for ongoing operations and planned capital expendi-
tures for the foreseeable future. We may need additional capital, however, in connection with any change in our current level of
operations, including were we to pursue significant business acquisitions or investment opportunities, or determine to make
other significant investments in our business.
Operating Activities
Net cash provided by operating activities was $61.0 million, $59.4 million and $52.9 million for the years ended December 31,
2014, 2013, and 2012, respectively. The increase in cash flow in operations in 2014 was primarily the result of the consolidation
of HCON, which was acquired effective November 1, 2013, primarily offset by lower income. The increase in cash flow from
operations in the year ended December 31, 2013 was primarily due to timing differences related to the remittance of tuition
assistance payments by the DoD in 2012 and 2013, which decreased accounts receivable in the year ended December 31, 2013.
Investing Activities
Net cash used in investing activities was $21.3 million, $69.2 million and $48.1 million for the years ended December 31, 2014,
2013, and 2012 respectively. The differences in cash used in investing activities is primarily related to differing amounts of funds
being used each year to fund acquisitions and capital expenditures.
For the year ended December 31, 2014, cash used in investing activities for capital expenditures was primarily related to the
following within our APEI segment: software development; on-going software development related to Partnership At a
Distance; our customized student information and services system; buildings to support our operations; and computers and
equipment to support staff. In addition, during the year ended December 31, 2014, our APEI Segment made a $1.5 million equity
investment in Second Avenue Software, which is offset by New Horizons’ prepayment of the $6.0 million loan we made in
connection with our investment in that company.
During the year ended December 31, 2013, our APEI Segment made a $4.0 million equity investment in Fidelis Education, and
purchased HCON for an adjusted purchase price of approximately $47 million. In the year ended December 31, 2012 we incurred
higher capital expenditures related to the expansion of our facilities and technology as a result of our then rapid growth.
We expect that we will continue to make investments related to strategic opportunities and to enhance our business capabilities,
such as our investments in New Horizons, Fidelis Education and Second Avenue Software. Capital expenditures could be higher in
the future as a result of the acquisition or lease of existing structures or potential new construction projects and necessary tenant
improvements that arise as a result of our ongoing evaluation of our space needs and opportunities for physical growth, and as a
result of expenditures on technology and other business capabilities. We also expect that in the future capital expenditures in our
HCON Segment may be higher as a percentage of revenue than those in our APEI Segment as a result of investments related to
HCON’s physical classroom operations. We will continue to explore opportunities to invest in the education industry, which could
include purchasing or investing in other education-related companies or companies developing new technologies.
122
AMERICAN PUBLIC EDUCATION, INC. Financing Activities
Net cash used in financing activities was $18.9 million for the year ended December 31, 2014 compared to $10.2 million and
$8.9 million for the years ended December 31, 2013 and 2012, respectively. The increase in cash used in financing activities for
the year ended December 31, 2014 was primarily related to more cash being expended for the repurchase of our common stock,
partially offset by a decrease in the amount of cash received in exchange for the issuance of our common stock. The increase in
cash used in financing activities for the year ended December 31, 2013 was primarily related to a decrease in the excess tax
benefit from stock based compensation.
Contractual and Capital Commitments
We have various contractual obligations consisting of purchase obligations and operating leases. Purchase obligations include
agreements with consultants, construction contracts, contracts with third party service providers and other future contracts or
agreements. The following table sets forth our future contractual obligations as of December 31, 2014 (in thousands):
Operating lease obligations
Purchase obligations
Total contractual obligations
Payments Due by Period
Total
20,211
4,452
$24,663
Less than 1 Year
1–3 Years
3–5 Years
More than 5 Years
2,242
3,564
$5,806
4,682
888
$5,570
3,933
—
$3,933
9,354
—
$9,354
In the fall of 2014, APUS began construction of a new facility in Charles Town, West Virginia to house our information technol-
ogy staff. We anticipate that the total cost of constructing the facility will be approximately $8.6 million, all of which will be
funded using our cash on hand.
Off-Balance Sheet Arrangements
We do not have off-balance sheet financing arrangements, including any relationships with unconsolidated entities or financial
partnerships, such as entities often referred to as structured finance or special purpose entities.
Impact of Inflation
We do not believe that inflation had a material impact on our results of operations for the years ended December 31, 2014,
2013 or 2012. There can be no assurance that future inflation will not have an adverse impact on our operating results and
financial condition.
Item 7A. Quantitative and Qualitative Disclosures About Market Risk
We are subject to the impact of interest rate changes and may be subject to changes in the market values of future invest-
ments. We invest our excess cash in bank overnight deposits. We have no material derivative financial instruments or derivative
commodity instruments as of December 31, 2014.
Market Risk
We have no material derivative financial instruments or derivative commodity instruments. We maintain our cash and cash
equivalents in bank deposit accounts, which may exceed federally insured limits. We have not experienced any losses in such
accounts. We believe we are not exposed to any significant credit risk on cash and cash equivalents. Due to the short-term
duration of our investment portfolio and the low risk profile of our investments, an immediate 100 basis point change in interest
rates would not have a material effect on the fair market value of our portfolio.
123
FORM 10-K Interest Rate Risk
We are subject to risk from adverse changes in interest rates, primarily relating to our investing of excess funds in cash
equivalents bearing variable interest rates, which are tied to various market indices. Our future investment income will vary due
to changes in interest rates. At December 31, 2014, a 10% increase or decrease in interest rates would not have a material
impact on our future earnings, fair values, or cash flows related to investments in cash equivalents.
Item 8. Financial Statements and Supplementary Data
Index to Consolidated Financial Statements
American Public Education, Inc. and Subsidiaries
Report of Independent Registered Public Accounting Firm
Consolidated Balance Sheets as of December 31, 2013 and 2014
Consolidated Statements of Income for the years ended December 31, 2012, 2013 and 2014
Consolidated Statements of Stockholders’ Equity for the years ended December 31, 2012, 2013 and 2014
Consolidated Statements of Cash Flows for the years ended December 31, 2012, 2013 and 2014
Notes to Consolidated Financial Statements
Page
125
126
127
128
130
131
124
AMERICAN PUBLIC EDUCATION, INC. Report of Independent Registered Public Accounting Firm
To the Board of Directors and Stockholders
American Public Education, Inc.
We have audited the accompanying consolidated balance sheets of American Public Education, Inc. and Subsidiaries as of
December 31, 2014 and 2013, and the related consolidated statements of income, stockholders’ equity, and cash flows for each
of the three years in the period ended December 31, 2014. Our audits also included the financial statement schedule of American
Public Education, Inc. and Subsidiaries listed in Item 15(a). These financial statements and financial statement schedule are the
responsibility of the Company’s management. Our responsibility is to express an opinion on these financial statements and
schedule based on our audits.
We conducted our audits in accordance with the standards of the Public Company Accounting Oversight Board (United States).
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial
statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts
and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant
estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audits
provide a reasonable basis for our opinion.
In our opinion, the consolidated financial statements referred to above present fairly, in all material respects, the financial
position of American Public Education, Inc. and subsidiaries as of December 31, 2014 and 2013, and the results of their
operations and their cash flows for each of the three years in the period ended December 31, 2014, in conformity with U.S.
generally accepted accounting principles. Also, in our opinion, the related financial statement schedule, when considered in
relation to the basic consolidated financial statements taken as a whole, presents fairly in all material respects the informa-
tion set forth therein.
We have also audited, in accordance with the standards of the Public Company Accounting Oversight Board (United States),
American Public Education, Inc. and Subsidiaries’ internal control over financial reporting as of December 31, 2014, based on
criteria established in Internal Control—Integrated Framework issued by the Committee of Sponsoring Organizations of the
Treadway Commission in 2013, and our report dated February 26, 2015 expressed an unqualified opinion on the effectiveness
of American Public Education, Inc. and Subsidiaries’ internal control over financial reporting.
/s/ McGladrey LLP
McLean, Virginia
February 26, 2015
125
FORM 10-K Consolidated Balance Sheets
(In thousands, except per share amounts)
Assets
Current assets:
Cash and cash equivalents
Accounts receivable, net of allowance of $13,175 in 2013 and $10,699 in 2014
Prepaid expenses
Income tax receivable
Deferred income taxes
Total current assets
Property and equipment, net
Note receivable
Investments
Goodwill
Other assets, net
Total assets
Liabilities and Stockholders’ Equity
Current liabilities:
Accounts payable
Accrued liabilities
Deferred revenue and student deposits
Total current liabilities
Deferred income taxes
Total liabilities
Commitments and contingencies (Notes 4 and 8)
Stockholders’ equity:
Preferred Stock, $.01 par value; Authorized shares—10,000;
no shares issued or outstanding
Common Stock, $.01 par value; authorized shares—100,000;
17,578 issued and outstanding in 2013; 17,152 issued
and outstanding in 2014
Additional paid-in capital
Retained earnings
Total stockholders’ equity
Total liabilities and stockholders’ equity
The accompanying notes are an integral part of these consolidated statements.
As of December 31,
2013
2014
$ 94,820
9,520
5,598
3,215
3,432
116,585
90,733
6,000
10,597
38,148
9,592
$271,655
$ 11,563
17,866
24,829
54,258
10,328
64,586
$115,634
6,130
6,379
2,029
6,046
136,218
102,424
—
12,051
38,634
8,577
$297,904
$ 11,029
13,416
23,805
48,250
15,436
63,686
—
—
176
164,913
41,980
207,069
$271,655
172
169,654
64,392
234,218
$297,904
126
AMERICAN PUBLIC EDUCATION, INC. Consolidated Statements of Income
(In thousands, except per share amounts)
Revenues
Costs and expenses:
Instructional costs and services
Selling and promotional
General and administrative
Depreciation and amortization
Total costs and expenses
Income before interest income and income taxes
Interest income, net
Income from operations before income taxes
Income tax expense
Equity investment loss, net of tax
Net income
Net income per common share:
Basic
Diluted
Weighted average number of shares outstanding:
Basic
Diluted
The accompanying notes are an integral part of these consolidated statements.
Year Ended December 31,
2012
$313,516
110,192
59,761
63,615
11,146
244,714
68,802
135
68,937
26,528
$ (86)
$ 42,323
$ 2.38
$ 2.35
17,772
18,041
2013
$329,479
112,784
65,687
70,063
13,508
262,042
67,437
309
67,746
25,645
$ (67)
$ 42,034
$ 2.38
$ 2.35
17,656
17,921
2014
$350,020
123,765
69,229
75,073
16,121
284,188
65,832
361
66,193
25,150
$ (166)
$ 40,877
$ 2.36
$ 2.33
17,357
17,543
127
FORM 10-K Consolidated Statements of Stockholders’ Equity
(In thousands, except shares)
Balance as of December 31, 2011
Stock issued for cash
Stock issued for director compensation
Repurchased shares of common and restricted stock from stockholders
Stock-based compensation
Repurchased and retired shares of common stock
Excess tax benefit from stock based compensation
Net income
Balance as of December 31, 2012
Stock issued for cash
Stock issued for director compensation
Repurchased shares of common and restricted stock from stockholders
Stock-based compensation
Repurchased and retired shares of common stock
Excess tax benefit from stock based compensation
Net income
Balance as of December 31, 2013
Stock issued for cash
Stock issued for director compensation
Repurchased shares of common and restricted stock from stockholders
Stock-based compensation
Repurchased and retired shares of common stock
Excess tax benefit from stock based compensation
Net income
Balance as of December 31, 2014
The accompanying notes are an integral part of these consolidated statements.
Preferred Stock
Shares
Amount
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
$—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
$—
Common Stock
Repurchased Stock
Amount
$ 178
Shares
Amount
$ —
Additional
Paid-In
Capital
$147,053
(Accumulated
Stockholders’
Shares
17,844,296
408,739
3,098
(10,697)
(493,491)
—
—
—
237,482
2,802
(20,540)
394,064
—
—
—
133,643
2,535
(30,973)
(530,962)
—
—
—
17,751,945
178
17,577,625
176
5
—
—
—
(5)
—
—
2
—
—
—
(4)
—
—
1
—
—
—
(5)
—
—
(493,491)
(15,399)
493,491
15,399
(394,064)
(13,584)
394,064
13,584
(530,962)
(18,470)
530,962
18,470
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
17,151,868
$ 172
$ —
$169,654
Retained
Earnings
Deficit)
$(13,398)
(15,399)
42,323
13,526
(13,580)
42,034
41,980
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
(18,465)
40,877
$ 64,392
Total
Equity
$133,833
4,058
116
(15,856)
3,818
(5)
2,866
42,323
171,153
3,312
104
(14,423)
4,024
42,034
207,069
(19,712)
5,107
—
865
537
90
—
250
40,877
$234,218
4,053
116
(457)
3,818
—
2,866
—
157,449
3,310
104
(839)
4,024
164,913
—
865
—
536
90
—
250
—
(1,242)
5,107
128
AMERICAN PUBLIC EDUCATION, INC.
Consolidated Statements of Stockholders’ Equity
Repurchased shares of common and restricted stock from stockholders
Repurchased shares of common and restricted stock from stockholders
(In thousands, except shares)
Balance as of December 31, 2011
Stock issued for cash
Stock issued for director compensation
Stock-based compensation
Repurchased and retired shares of common stock
Excess tax benefit from stock based compensation
Net income
Balance as of December 31, 2012
Stock issued for cash
Stock issued for director compensation
Stock-based compensation
Repurchased and retired shares of common stock
Excess tax benefit from stock based compensation
Net income
Balance as of December 31, 2013
Stock issued for cash
Stock issued for director compensation
Stock-based compensation
Repurchased and retired shares of common stock
Excess tax benefit from stock based compensation
Net income
Balance as of December 31, 2014
Repurchased shares of common and restricted stock from stockholders
The accompanying notes are an integral part of these consolidated statements.
Preferred Stock
Shares
Amount
$—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
$—
Common Stock
Repurchased Stock
Shares
17,844,296
408,739
3,098
(10,697)
—
(493,491)
—
—
17,751,945
237,482
2,802
(20,540)
—
394,064
—
—
17,577,625
133,643
2,535
(30,973)
—
(530,962)
—
—
17,151,868
Amount
$ 178
5
—
—
—
(5)
—
—
178
2
—
—
—
(4)
—
—
176
1
—
—
—
(5)
—
—
$ 172
Shares
—
—
—
(493,491)
—
493,491
—
—
—
—
—
(394,064)
—
394,064
—
—
—
—
—
(530,962)
—
530,962
—
—
—
Amount
$ —
—
—
(15,399)
—
15,399
—
—
—
—
—
(13,584)
—
13,584
—
—
—
—
—
(18,470)
—
18,470
—
—
$ —
Additional
Paid-In
Capital
Retained
Earnings
(Accumulated
Deficit)
Total
Stockholders’
Equity
$147,053
4,053
116
(457)
3,818
—
2,866
—
157,449
3,310
104
(839)
4,024
—
865
—
164,913
536
90
(1,242)
5,107
—
250
—
$169,654
$(13,398)
—
—
—
—
(15,399)
—
42,323
13,526
—
—
—
—
(13,580)
—
42,034
41,980
—
—
—
—
(18,465)
—
40,877
$ 64,392
$133,833
4,058
116
(15,856)
3,818
(5)
2,866
42,323
171,153
3,312
104
(14,423)
4,024
—
865
42,034
207,069
537
90
(19,712)
5,107
—
250
40,877
$234,218
129
FORM 10-K
Consolidated Statements of Cash Flows
(In thousands)
Operating activities
Net income
Adjustments to reconcile net income to net cash provided by operating
Year Ended December 31,
2012
2013
2014
$ 42,323
$ 42,034
$ 40,877
activities, net of assets and liabilities acquired
Depreciation and amortization
Stock-based compensation
Loss on disposal
Investment loss
Stock issued for director compensation
Deferred income taxes
Changes in operating assets and liabilities:
Accounts receivable, net of allowance for bad debt
Prepaid expenses and other assets
Income tax receivable
Accounts payable
Accrued liabilities
Income taxes payable
Deferred revenue and student deposits
Net cash provided by operating activities
Investing activities
Capital expenditures
Equity investment
Note receivable
Acquisition, net of cash acquired
Capitalized program development costs and other assets
Net cash used in investing activities
Financing activities
Cash paid for repurchase of common/restricted stock
Cash received from issuance of common stock
Excess tax benefit from stock-based compensation
Net cash used in financing activities
Net increase (decrease) in cash and cash equivalents
Cash and cash equivalents at beginning of period
Cash and cash equivalents at end of period
Supplemental disclosures of cash flow information
Income taxes paid
The accompanying notes are an integral part of these consolidated statements.
130
11,146
3,818
91
86
116
161
(929)
1,080
(3,350)
933
(2,444)
—
(107)
52,924
(35,014)
(6,750)
(6,000)
—
(328)
(48,092)
(15,861)
4,058
2,866
(8,937)
(4,105)
119,006
$114,901
13,508
4,024
62
67
104
2,018
2,720
(1,262)
1,738
(5,903)
5,047
—
(4,743)
59,414
(20,649)
(4,000)
—
(44,356)
(244)
(69,249)
(14,423)
3,312
865
(10,246)
(20,081)
114,901
$ 94,820
16,121
5,369
115
166
90
2,494
3,390
(512)
1,186
(534)
(6,708)
—
(1,024)
61,030
(24,596)
(1,620)
6,000
—
(1,075)
(21,291)
(19,711)
536
250
(18,925)
20,814
94,820
$115,634
$ 26,851
$ 21,014
$ 21,631
AMERICAN PUBLIC EDUCATION, INC. Notes to Consolidated Financial Statements
Note 1. Nature of Business and Significant Accounting Policies
American Public Education, Inc., or APEI, which together with its subsidiaries is referred to as the “Company,” is a provider
of online and campus-based postsecondary education to approximately 112,470 students through the operations of two
subsidiary institutions:
• American Public University System, Inc., or APUS, provides online postsecondary education directed primarily at the needs
of the military and public safety communities through American Military University, or AMU, and American Public University,
or APU. APUS is regionally accredited by the Higher Learning Commission.
• National Education Seminars, Inc., which is referred to in these financial statements as Hondros College of Nursing, or
HCON, provides nursing education to students at four campuses in the State of Ohio as well as online to serve the needs of
the nursing and healthcare community. HCON is nationally accredited by the Accrediting Council of Independent Colleges
and Schools and the RN-to-BSN Program is accredited by the Commission on Collegiate Nursing Education. HCON was
acquired by APEI on November 1, 2013.
The Company’s institutions are licensed or otherwise authorized, or are in the process of obtaining such licenses or authoriza-
tions, to offer postsecondary education programs by state authorities to the extent the Company believes such licenses or
authorizations are required, and are certified by the United States Department of Education, or ED, to participate in student
financial aid programs authorized under Title IV of the Higher Education Act of 1965, as amended, or Title IV programs.
Our operations are organized into two reportable segments:
• American Public Education Segment, or APEI Segment. This segment reflects the historical operations of APEI prior
to the acquisition of HCON and reflects operational activities at APUS, other corporate activities, and minority investments.
• Hondros College of Nursing Segment, or HCON Segment. This segment reflects the operational activities of HCON.
The Company acquired HCON on November 1, 2013, and therefore the consolidated results for periods prior to November 1,
2013 do not include any results from HCON.
A summary of the Company’s significant accounting policies follows:
Basis of accounting. The accompanying financial statements are presented in accordance with the accrual basis of account-
ing, whereby revenue is recognized when earned and expenses are recognized when incurred.
Principles of consolidation. The accompanying consolidated financial statements include accounts of APEI and its wholly-
owned subsidiaries. All material inter-company transactions and balances have been eliminated in consolidation.
Cash and cash equivalents. The Company considers all highly liquid investments with original maturities of ninety days or
less when purchased to be cash equivalents.
Restricted Cash. Cash and cash equivalents includes funds held for students for unbilled educational services that were
received from Title IV program funds. As a trustee of these Title IV program funds, we are required to maintain and restrict
these funds pursuant to the terms of our program participation agreement with the U.S. Department of Education. Restricted
cash on our Balance Sheet as of December 31, 2013 and 2014 is recorded as $6.3 million and $3.9 million, respectively. Changes
in restricted cash that represent funds held for students as described above are included in cash flows from operating activities
on our Consolidated Statements of Cash Flows because these restricted funds are a core activity of our operations.
131
FORM 10-K Accounts receivable. Course tuition is recorded as accounts receivable and deferred revenue at the time students begin a
class or term. Students may remit tuition payments at any time or they may elect various other payment options which can delay
the receipt of payment up until the class or term starts or longer. These other payment options include payments by sponsors,
financial aid, alternative loans, or a tuition assistance program that remits payments directly to the subsidiary. When a student
remits payment after a class or term has begun, accounts receivable is reduced. If payment is made prior to the start of a class
or term, the payment is recorded as a student deposit, and the student is provided access to the online classroom when classes
start, in the case of APUS, or allowed to start the term, in the case of HCON. If one of the various other payment options are
confirmed as secured, the student is provided access to the online classroom or allowed to start the term. Generally, if no
receipt is confirmed or payment option secured, the student will be dropped from the online class or not allowed to start the
term. Therefore, billed amounts represent charges that have been prepared and sent to students or the applicable third party
payor according to the terms agreed upon in advance.
DoD tuition assistance programs are billed by branch of service on a course-by-course basis when a student starts class,
whereas Title IV programs are billed based on the classes included in a student’s semester. Billed accounts receivable are
considered past due if the invoice has been outstanding for more than 30 days. The allowance for doubtful accounts is based on
management’s evaluation of the status of existing accounts receivable. Among other factors, management considers the age of
the receivable, the anticipated source of payment and the Company’s historical allowance considerations. Consideration is also
given to any specific known risk areas among the existing accounts receivable balances. Recoveries of receivables previously
written off are recorded when received. The Company does not charge interest on our past due accounts receivable.
Property and equipment. All property and equipment are carried at cost less accumulated depreciation, except the acquired
assets of HCON, which were recorded at fair value at the acquisition date. Depreciation and amortization are calculated on a
straight-line basis over the estimated useful lives of the assets. Our proprietary system, Partnership At a Distance™, or PAD, is
a customized student information and services system used by APUS to manage admissions, online orientation, course registra-
tions, tuition payments, grade reporting, progress toward degrees, and various other functions. Costs associated with this
system have been capitalized in accordance with Financial Accounting Standards Board Accounting Standards Codification, or
FASB ASC, Topic 350, Accounting for the Costs of Computer Software Developed or Obtained for Internal Use, and classified as
property and equipment. These costs are amortized over the estimated useful life of five years. The Company also capitalizes
certain costs for academic program development. These costs are transferred to property and equipment upon completion of
each program and amortized over an estimated life not to exceed three years.
Investments. On September 30, 2012, the Company made a $6.8 million investment in preferred stock of NWHW Holdings, Inc.,
or NWHW Holdings, a holding company which operates New Horizons Worldwide, Inc., or New Horizons, representing approxi-
mately 19.9% of the fully diluted equity of NWHW Holdings. New Horizons is a global IT training company operating over 300
locations around the world through franchise arrangements in 45 states and 70 countries. In connection with the investment,
the Company is entitled to certain rights, including the right to representation on the Board of Directors of NWHW Holdings. The
Company accounts for its investment in New Horizons under the equity method of accounting. Therefore, the Company recorded
the investment at cost and recognizes its share of earnings or losses in the investee in the periods for which they are reported
with a corresponding adjustment in the carrying amount of the investment.
On February 20, 2013, the Company made a $4.0 million investment in preferred stock of Fidelis Education, Inc., or Fidelis
Education, representing approximately 21.6% of its fully diluted equity. Fidelis Education is developing a learning relationship
management system that will assist working adult students with education advising and career mentoring services as they
pursue college degrees. In connection with the investment, the Company is entitled to certain rights, including the right to
representation on the Board of Directors of Fidelis Education. The Company accounts for its investment in Fidelis Education
under the equity method of accounting. Therefore, the Company recorded the investment at cost and recognizes its share of
132
AMERICAN PUBLIC EDUCATION, INC. earnings or losses in the investee in the periods for which they are reported with a corresponding adjustment in the carrying
amount of the investment.
On April 2, 2014, the Company made a $1.5 million investment in preferred stock of Second Avenue Software, Inc., or Second
Avenue Software, representing approximately 25.9% of its fully diluted equity. Second Avenue Software is a game-based
education software company that develops software on a proprietary and “work-for-hire” basis. In connection with the invest-
ment, the Company is entitled to certain rights, including the right to representation on the Board of Directors of Second Avenue
Software. The Company accounts for its investment in Second Avenue Software under the equity method of accounting.
Therefore, the Company recorded the investment at cost and recognizes its share of earnings or losses in the investee in the
periods for which they are reported with a corresponding adjustment in the carrying amount of the investment.
Note Receivable. In connection with the Company’s minority investment in NWHW Holdings, the Company extended $6.0 mil-
lion in credit to New Horizons in exchange for a subordinated note. The note was interest only and was scheduled to mature on
September 28, 2018. Interest was payable monthly at a rate of 5.0% per annum during the first five years of the note and
monthly at a rate of 6.0% per annum in the sixth year. On December 16, 2014, New Horizons prepaid the note receivable in full,
including pro rata interest owed.
Goodwill and indefinite-lived intangible assets. Goodwill represents the excess of the purchase price of an acquired
business over the amount assigned to the assets acquired and liabilities assumed. Goodwill and the indefinite-lived intangible
assets are assessed at least annually for impairment, or more frequently if events occur or circumstances change between
annual tests that would more likely than not reduce the fair value of the respective reporting unit below its carrying amount.
Under Accounting Standards Update No. 2011-08, Intangibles-Goodwill and Other (Topic 350): Testing Goodwill for Impairment, the
Company is permitted, but not required, to first assess qualitative factors to determine whether it is necessary to perform a
quantitative goodwill impairment test.
Valuation of long-lived assets. The Company accounts for the valuation of long-lived assets under FASB ASC Topic 360,
Accounting for the Impairment or Disposal of Long-Lived Assets. FASB ASC Topic 360 requires that long-lived assets and certain
identifiable intangible assets be reviewed for impairment whenever events or changes in circumstances indicate that the
carrying amount of an asset may not be recoverable. Recoverability of the long-lived asset is measured by a comparison of the
carrying amount of the asset to future undiscounted net cash flows expected to be generated by the asset. If such assets are
considered to be impaired, the impairment to be recognized is measured by the amount by which the carrying amount of the
assets exceeds the estimated fair value of the assets. Assets to be disposed of are reportable at the lower of the carrying
amount or fair value, less costs to sell.
Revenue recognition. The Company records all tuition as deferred revenue when a student begins a class, in the case of
APUS, or starts a term, in the case of HCON. At the beginning of each class or term, revenue is recognized on a pro rata basis
over the period of the class or term, which is, for APUS, either an eight- or sixteen-week period and, for HCON, a quarterly term.
This results in deferred revenue on the Company’s balance sheet that includes future revenues that have not yet been earned
for classes and terms that are in progress. The revenue recognition policies of each of the Company’s reportable segments is
discussed below.
American Public University System
APUS’s tuition revenues vary from period to period based on the number of net course registrations. Students may remit tuition
payments through the online registration process at any time or they may elect various payment options, including payments by
sponsors, alternative loans, financial aid, or the DoD tuition assistance program which remits payments directly to APUS. These
other payment options can delay the receipt of payment up until the class starts or longer, resulting in the recording of a
133
FORM 10-K receivable from the student and deferred revenue at the beginning of each session. Tuition revenue for sessions in progress that
has not been earned by APUS is presented as deferred revenue in the accompanying balance sheet.
APUS refunds 100% of tuition for courses that are dropped by students before the conclusion of the first seven days of a course.
Because courses begin the first Monday of every month and penalty free drops occur by the second Monday of every month, the
Company does not recognize revenue for dropped courses. After a course begins, if a student does not drop the course within
the first seven days, APUS uses the following refund policy:
8-Week Course—Tuition Refund Schedule
Withdrawal Request Date
Before or During Week 1
During Week 2
During Weeks 3 and 4
During Weeks 5 through 8
16-Week Course—Tuition Refund Schedule
Withdrawal Request Date
Before or During Week 1
During Week 2
During Weeks 3 and 4
During Weeks 5 through 8
During Weeks 9 through 16
Tuition Refund Percentage
100%
75%
50%
No Refund
Tuition Refund Percentage
100%
100%
75%
50%
No Refund
Additional refund policies may apply to students of certain states in accordance with specific state and other local requirements.
APUS recognizes revenue on a pro rata basis over the period of its courses as APUS completes the tasks entitling it to the
benefits represented by such revenue. If a student withdraws during the academic term, APUS recognizes as revenue the
remaining non-refundable amount due from the student in the period the withdrawal occurs. The calculation of the remaining
non-refundable amount is based upon the APUS student refund policy. For those students who have an outstanding receivable
balance at the date of withdrawal, APUS assesses collectability and only recognizes as revenue those amounts where collect-
ability is reasonably assured based on APUS’s history with similar student accounts. This policy was implemented on January 1,
2015. Prior to this, APUS recognized revenue for all student withdrawals and established an allowance for those receivables
considered uncollectible. The Company does not believe that this change in policy will have a material effect on its results of
operations or financial condition.
Other revenue includes charges for transcript credit evaluation, which includes assistance in securing official transcripts on
behalf of the student in addition to evaluating transcripts for transfer credit, and a technology fee per course. APUS provides a
grant to cover the technology fee for students using DoD tuition assistance programs or VA education benefits. Students also
are charged withdrawal, graduation, late registration, transcript request and comprehensive examination fees, when applicable.
In accordance with FASB ASC Topic 605-50, Accounting by a Customer (Including a Reseller) for Certain Consideration Received
from a Vendor, other fees also include book purchase commissions APUS receives for graduate student book purchases and
ancillary supply purchases students make directly from APUS’s preferred book vendor.
134
AMERICAN PUBLIC EDUCATION, INC. Hondros College of Nursing
HCON’s tuition revenues vary from period to period based on the number of students enrolled. Students may remit tuition
payments at any time, or they may elect various payment options that can delay receipt of payment up until the term starts or
longer. These other payment options include payments by sponsors, financial aid, alternative loans, or payment plan options. If
one of the various other payment options are confirmed as secured, the student is allowed to start the term. Students have
access to their account statements on the student portal prior to the start of the term. Sponsor invoices are prepared and sent
according to their billing terms. All financial aid is awarded prior to the start of the term and requests for authorization of
disbursement begin in the first week of the term. Tuition revenue for the term in progress that has not been yet earned by HCON
is presented as deferred revenue in the accompanying balance sheet.
HCON’s refund policy complies with the rules of the Ohio State Board of Career Colleges and Schools and is applicable to each
term. For a course with an on-campus or other in-person component, the date of withdrawal is determined by a student’s last
attended day of clinical offering, laboratory session, or lecture. For an online course, the date of withdrawal is determined by a
student’s last submitted assignment in the course. HCON uses the following refund policy:
Withdrawal Request Date
Before first full calendar week of the quarter
During first full calendar week of the quarter
During second full calendar week of the quarter
During third full calendar week of the quarter
During fourth full week of the quarter
Tuition Refund Percentage
100%, plus registration fee
75%, plus registration fee
50%, plus registration fee
25%, plus registration fee
No Refund
Additional refund policies may apply to students of certain states in accordance with specific state and other local requirements.
Deferred Revenue and Student Deposits. Deferred revenue and student deposits at December 31, 2013 and 2014 consisted
of the following (in thousands):
Deferred revenue
Student deposits
Total deferred revenue and student deposits
As of December 31,
2013
$14,188
10,641
$24,829
2014
$13,367
10,438
$23,805
The Company provides scholarships to certain students to assist them financially and promote their registration. Scholarship
assistance of $2,832,000, $2,855,000 and $2,589,000 was provided for the years ended December 31, 2012, 2013 and 2014,
respectively, and are included as a reduction to revenue in the accompanying statements of income.
Advertising costs. Advertising costs are expensed as incurred. Advertising expenses for the years ended December 31, 2012,
2013 and 2014 were $41,929,000, $46,995,000 and $50,950,000 respectively, and are included in selling and promotion costs in
the accompanying statements of income.
Income taxes. Deferred taxes are determined using the liability method whereby deferred tax assets are recognized for
deductible temporary differences and deferred tax liabilities are recognized for taxable temporary differences. Temporary
differences are the differences between the reported amounts of assets and liabilities and their tax bases. As these differ-
ences reverse, they will enter into the determination of future taxable income. Deferred tax assets are reduced by a valuation
135
FORM 10-K allowance when, in the opinion of management, it is more likely than not that some portion or all of the deferred tax assets
will not be realized. Deferred tax assets and liabilities are adjusted for the effects of changes in tax laws and rates on the
date of enactment of such changes.
There were no material uncertain tax positions as of December 31, 2012, 2013 and 2014. Interest and penalties associated with
uncertain income tax positions would be classified as income tax expense. The Company has not recorded any material interest
or penalties during any of the years presented.
Stock-based compensation. The Company applies FASB ASC Topic 718, Share-Based Payment, which requires companies to
expense share-based compensation based on fair value.
The following amounts of stock-based compensation have been included in the operating expense line-items indicated
(in thousands):
Instructional costs and services
Selling and promotional
General and administrative
Total stock-based compensation expense
Year Ended December 31,
2012
$ 896
378
2,544
$3,818
2013
$ 876
444
2,704
$4,024
2014
$1,274
568
3,527
$5,369
Income per common share. Basic net income per common share is based on the weighted average number of shares of
common stock outstanding during the period. Diluted net income per common share increases the shares used in the per share
calculation by the dilutive effects of options, warrants, and restricted stock.
There were no outstanding options to purchase common shares that were excluded in the computation of diluted net income per
common share for the year ended December 31, 2013. For the years ended December 31, 2012 and 2014, respectively, there
were 265,965 and 365,832 anti-dilutive stock options excluded from the calculation.
Fair value of financial instruments. The carrying amounts of cash and cash equivalents, tuition receivable, accounts
payable, and accrued liabilities approximate fair value because of the short maturity of these instruments.
Concentration of credit risk. The Company maintains its cash and cash equivalents in bank deposit accounts with various
financial institutions. Cash and cash equivalent balances may exceed the FDIC insurance limit. The Company has not experi-
enced any losses in such accounts.
Estimates. The preparation of financial statements requires management to make estimates and assumptions that affect the
reported amounts of assets and liabilities, the disclosure of contingent assets and liabilities at the date of the financial statements,
and the reported amounts of revenue and expenses during the reporting period. Actual results could differ from those estimates.
Note 2. Acquisition Accounting
On November, 1, 2013, the Company acquired all of the outstanding common stock of HCON for an initial adjusted aggregate
purchase price of approximately $46.3 million. The HCON acquisition was accounted for under FASB ASC Topic 805 Business
Combinations which requires the acquisition method to be used for all business combinations. Under FASB ASC Topic 805, the
assets and liabilities of an acquired company are reported at business fair value along with the fair value of unrecorded
136
AMERICAN PUBLIC EDUCATION, INC. intangible assets at the date of acquisition. Goodwill represents the excess of the purchase price of an acquired business over
the amount assigned to the assets acquired and liabilities assumed and the fair value assigned to identifiable intangible assets.
The initial purchase price allocation resulted in $38.1 million of goodwill, which is deductible for tax purposes. Intangible assets
are amortized over their estimated useful lives unless they are deemed to have an indefinite life. Identified intangible assets
with an indefinite life are trade name, accreditation, licensing and Title IV, and affiliate agreements as they benefit the Company
indefinitely. Because HCON is wholly owned by the Company as a result of the acquisition, management has determined that
push-down accounting is appropriate.
As part of the transaction, the Company and the selling shareholders of HCON agreed to an election under Section 338(h)(10) of
the Internal Revenue Code of 1986, as amended, as it relates to the acquisition of HCON by the Company. A Section 338(h)(10)
election is an election made jointly by buyer(s) and seller(s) to treat a stock acquisition as an asset acquisition for U.S. federal
income tax purposes. The acquisition resulted in a preliminary estimate of fair value of its liability to the selling shareholders
related to the Section 338(h)(10) election in the amount of $150,000, which was included in the initial $38.1 million goodwill
allocation. Prior to December 31, 2014, the Company revised its estimate of the fair value of its liability to HCON’s selling
shareholders related to the Section 338(h)(10) election to approximately $636,000. As a result, the total adjusted aggregate
purchase price and the amount of goodwill have been revised to $46.8 million and $38.6 million, respectively.
The fair value of identified intangible assets acquired was determined using one of the following three valuation methodologies:
• Cost approach;
•
Income approach; or
• Market approach.
(in thousands)
Fair value consideration transferred:
Cash
Fair Value of IRC 338(h)(10) election
Total fair value consideration transferred
Recognized amounts of identifiable tangible assets
acquired and liabilities assumed:
Assets acquired
Liabilities assumed
Assets acquired in excess of liabilities assumed
Recognized identified intangible assets:
Student contracts and relationships
Trade name
Curricula
Accreditation, licensing and Title IV
Affiliate agreements
Non-compete agreements
Total recognized identified intangible assets
Goodwill
Useful Life
December 31, 2014
$46,128
636
$46,764
$ 4,834
4,786
$ 48
$ 3,870
1,998
405
1,686
37
86
$ 8,082
38,634
6 years
3 years
5 years
137
FORM 10-K Note 3. Property and Equipment
Property and equipment at December 31, 2013 and 2014 consisted of the following:
(in thousands)
Land
Building and building improvements
Leasehold improvements
Office equipment
Computer equipment
Furniture and fixtures
Other Capitalizable Assets
Software development
Program development
Accumulated depreciation and amortization
Useful Life
—
27.5–39 years
up to 15 years
5 years
3 years
7 years
1–5 years
5 years
3 years
2013
$ 8,196
47,420
2,179
2,500
18,777
7,476
107
51,755
3,162
141,572
50,839
$ 90,733
2014
$ 9,244
52,938
2,391
2,351
22,615
7,533
708
64,593
4,110
166,483
64,059
$102,424
During the years ended December 31, 2012, 2013 and 2014, the Company recorded depreciation expense of $10,996,000,
$13,225,000 and $14,980,000, respectively. In addition, the Company recorded amortization expense related to other assets
of $150,000, $283,000, and $1,141,000 during the years ended December 31, 2012, 2013 and 2014, respectively.
Note 4. Operating Leases
The APEI Segment leases office space in Maryland, Virginia and West Virginia under operating leases that expire through
September 2018. HCON operates on four campuses in Ohio, located in the suburban areas of Cincinnati, Columbus, Dayton and
Cleveland under operating leases that expire through June 2029. Rent expense related to the APEI Segment’s operating leases
was $1,656,000, $1,647,000 and $1,666,000 for the years ended December 31, 2012, 2013 and 2014, respectively. Rent expense
related to the HCON Segment’s operating leases was $317,000 for the two-month period ended December 31, 2013 and
$2,212,000 for the year ended December 31, 2014. HCON was acquired by APEI on November 1, 2013.
The minimum rental commitment due under the operating leases is as follows (in thousands):
Years Ending December 31,
2015
2016
2017
2018
2019 and beyond
Total minimum rental commitment
138
Combined
$ 2,242
2,310
2,372
2,041
11,246
$20,211
AMERICAN PUBLIC EDUCATION, INC. Note 5. Income Taxes
The components of income tax expense for the years ended December 31, 2012, 2013 and 2014 were as follows (in thousands):
Current income tax expense:
Federal
State
Deferred tax expense:
Federal
State
Income Tax Expense
2012
2013
2014
$22,937
3,430
26,367
150
11
161
$26,528
$20,533
3,094
23,627
1,858
160
2,018
$25,645
$19,404
3,252
22,656
2,623
(129)
2,494
$25,150
The tax effects of principal temporary differences are as follows (in thousands):
Deferred tax assets:
Property and equipment
Stock option compensation expense
Allowance for doubtful accounts
Accrued vacation and severance
Restricted stock
Investment
Deferred tax liabilities:
Income tax deductible capitalized software development costs
Prepaid expenses
Total tax effects
2013
2014
$ 5,472
1,685
4,432
542
1,180
(39)
13,272
(18,626)
(1,542)
(20,168)
$ (6,896)
$ 9,215
1,556
3,846
549
1,818
100
17,084
(24,750)
(1,724)
(26,474)
$ (9,390)
Income tax expense differs from the amount of tax determined by applying the United States Federal income tax rates to pretax
income and loss due to permanent tax differences, research and development tax credits related to capitalized software
development costs, and the application of state apportionment laws, as follows (in thousands):
Tax expense at statutory rate
State taxes, net
Permanent differences
Other
2012
2013
2014
Amount
$24,135
2,241
154
(2)
$26,528
%
35.00
3.25
0.22
—
38.47
Amount
$23,688
2,069
(275)
163
$25,645
%
35.00
3.06
(0.41)
0.24
37.89
Amount
$23,110
1,985
228
(173)
$25,150
%
35.00
3.01
0.35
(0.27)
38.09
139
FORM 10-K Permanent differences in the table above are mainly attributable to minority investment losses, nondeductible meals and
entertainment expenses and non-deductible employer contributions to the American Public Education, Inc. Employee Stock
Purchase Plan, or ESPP.
The Company is subject to U.S. federal income taxes as well as income tax of multiple state jurisdictions. For federal and state
tax purposes, tax years 2011–2013 remain open to examination.
Note 6. Other Employee Benefits
The Company has established a tax deferred 401(k) retirement plan that provides retirement benefits to all of its eligible
employees. Participants may elect to contribute up to 60% of their gross annual earnings not to exceed ERISA and IRS limits.
The plan provides for Company discretionary profit sharing contributions at matching percentages. Employees immediately vest
100% in all salary reduction contributions and employer contributions. On June 20, 2008, the Company filed a Form S-8 to
register 100,000 shares of common stock that may be purchased in the open market and subsequently issued pursuant to the
retirement plan. The Company made discretionary contributions to the plan of $2,447,000, $2,753,000 and $3,270,000 for the
years ended December 31, 2012, 2013 and 2014, respectively.
In November 2007, the Company adopted the American Public Education, Inc. Employee Stock Purchase Plan, or the ESPP, which
was implemented effective July 1, 2008 with quarterly enrollment periods. Eligible participants may only enter the plan and
establish their withholdings at the start of an enrollment period. Participating employees may withdraw from the plan and end
payroll deductions any time up to five days before the share purchase date and funds will be returned to them. Under the ESPP,
participating employees may purchase shares of the Company’s common stock, subject to certain limitations, at 85% of its fair
market value on the last day of the quarterly period. The total value of contributions per participant may not exceed $21,000
annually (or the value of the common stock cannot exceed $25,000). There were initially 100,000 shares of common stock
available for purchase by participating employees under the ESPP. On June 13, 2014, the Company’s shareholders approved an
amendment to the ESPP to increase the number of shares of the Company’s common stock available for issuance under the plan
by 100,000 shares, extend the term of the ESPP to March 7, 2024, and make other administrative changes. Shares purchased in
the open market for employees for the years ended December 31, 2012, 2013 and 2014 were as follows:
Purchase Date
March 31, 2012
June 30, 2012
September 30, 2012
December 31, 2012
Total/Weighted Average
March 31, 2013
June 30, 2013
September 30, 2013
December 31, 2013
Total/Weighted Average
March 31, 2014
June 30, 2014
September 30, 2014
December 31, 2014
Total/Weighted Average
140
Shares
4,749
6,214
4,517
5,093
20,573
4,760
4,726
4,226
4,556
18,268
4,961
5,180
5,246
3,931
19,318
Common Stock
Fair Value
Purchase
Price
Compensation
Expense
$38.00
$32.00
$36.43
$36.12
$35.38
$34.89
$37.16
$37.80
$43.47
$38.29
$35.08
$34.38
$26.99
$36.87
$33.06
$32.30
$27.20
$30.97
$30.70
$30.07
$29.66
$31.59
$32.13
$36.95
$32.55
$29.82
$29.22
$22.94
$31.34
$28.10
$ 27,069
$ 29,827
$ 24,663
$ 27,604
$109,163
$ 24,895
$ 26,324
$ 23,961
$ 29,705
$104,885
$ 26,095
$ 26,729
$ 21,246
$ 21,738
$ 95,808
AMERICAN PUBLIC EDUCATION, INC. Note 7. Stockholders’ Equity
Stock Incentive Plans
On March 15, 2011, the Company’s Board of Directors adopted the American Public Education, Inc. 2011 Omnibus Incentive Plan,
or the 2011 Incentive Plan, and the Company’s stockholders approved the 2011 Incentive Plan on May 6, 2011, at which time the
2011 Incentive Plan became effective. Upon effectiveness of the 2011 Incentive Plan, the Company ceased making awards under
the American Public Education, Inc. 2007 Omnibus Incentive Plan, or the 2007 Incentive Plan. The 2011 Incentive Plan allows the
Company to grant up to 2,000,000 shares plus any shares of common stock that are subject to outstanding awards under the
2007 Incentive Plan or the American Public Education, Inc. 2002 Stock Plan, or the 2002 Stock Plan, that terminate due to
expiration, forfeiture, cancellation or otherwise without the issuance of such shares. As of December 31, 2014, there were
361,297 shares subject to outstanding awards under the 2011 Incentive Plan and 433,873 shares subject to outstanding awards
under the 2002 Stock Plan and the 2007 Incentive Plan. Awards under the 2011 Incentive Plan may include the following award
types: stock options, which may be either incentive stock options or non-qualified stock options; stock appreciation rights;
restricted stock; restricted stock units; dividend equivalent rights; performance shares; performance units; cash-based awards;
other stock-based awards, including unrestricted shares; or any combination of the foregoing. Prior to 2012, the Company used a
mix of stock options and restricted stock, but since 2011 the Company has not issued any stock options.
For the years ended December 31, 2012, 2013 and 2014, the Company recognized $3,818,000, $4,024,000 and $5,369,000 in
stock-based compensation expense as required under FASB ASC Topic 718, and recognized a total income tax benefit of
$1,512,000, $1,594,000 and $2,022,000, respectively.
Stock-based compensation expense related to restricted stock and restricted stock unit grants is expensed over the vesting
period using the straight-line method for Company employees and the graded-vesting method for members of the Board of
Directors, and is measured using APEI’s stock price on the date of grant. The fair value of each option award is estimated at the
date of grant using a Black-Scholes option-pricing model that uses the assumptions noted in the following table. Prior to 2012,
the Company calculated the expected term of stock option awards using the “simplified method” in accordance with Securities
and Exchange Commission Staff Accounting Bulletins No. 107 and 110 because the Company lacked historical data and was
unable to make reasonable assumptions regarding the future. The Company also estimates forfeitures of share-based awards at
the time of grant and revises such estimates in subsequent periods if actual forfeitures differ from original projections. The
Company makes assumptions with respect to expected stock price volatility based on the average historical volatility of peers
with similar attributes. In addition, the Company determines the risk free interest rate by selecting the U.S. Treasury five-year
constant maturity, quoted on an investment basis in effect at the time of grant for that business day. Estimates of fair value are
subjective and are not intended to predict actual future events, and subsequent events are not indicative of the reasonableness
of the original estimates of fair value made under FASB ASC Topic 718.
141
FORM 10-K A summary of the status of the Company’s Stock Incentive Plans as of December 31, 2012 and the changes during the periods
then ended is as follows:
(in thousands)
Outstanding, December 31, 2011
Options granted
Awards exercised
Options forfeited
Outstanding, December 31, 2012
Exercisable, December 31, 2012
Number
of Options
1,067,511
—
(369,918)
(6,511)
691,082
513,201
Weighted Average
Exercise Price
Weighted Average
Contractual Life
(years)
Aggregate
Intrinsic Value
$21.22
$ —
$10.97
$34.03
$26.59
$23.10
3.86
3.57
$6,926
$6,849
A summary of the status of the Company’s Stock Incentive Plans as of December 31, 2013 and the changes during the periods
then ended is as follows:
Number
of Options
Weighted Average
Exercise Price
Weighted Average
Contractual Life
(years)
Aggregate
Intrinsic Value
(in thousands)
Outstanding, December 31, 2012
Options granted
Awards exercised
Options forfeited
Outstanding, December 31, 2013
Exercisable, December 31, 2013
691,082
—
(171,897)
(17,983)
501,202
445,564
$26.59
$ —
$18.92
$37.64
$28.82
$27.73
3.05
2.93
$7,343
$7,012
A summary of the status of the Company’s Stock Incentive Plans as of December 31, 2014 and the changes during the periods
then ended is as follows:
Number
of Options
Weighted Average
Exercise Price
Weighted Average
Contractual Life
(years)
Aggregate
Intrinsic Value
(in thousands)
Outstanding, December 31, 2013
Options granted
Awards exercised
Options forfeited
Outstanding, December 31, 2014
Exercisable, December 31, 2014
501,202
—
(46,198)
(20,603)
434,401
434,401
$28.82
$ —
$13.66
$37.04
$30.04
$30.04
The following table summarizes information regarding stock option exercises:
(In thousands)
Proceeds from stock options exercised
Intrinsic value of stock options exercised
Tax benefit from exercises
2012
$4,058
$9,580
$3,459
2.14
2.14
2013
$3,253
$3,667
$1,348
$3,080
$3,080
2014
$ 631
$1,033
$ 193
142
AMERICAN PUBLIC EDUCATION, INC. There were no outstanding options to purchase common shares that were excluded in the computation of diluted net income per
common share for the year ended December 31, 2013. There were 265,965 and 365,832 anti-dilutive stock options excluded
from the calculation for the years ended December 31, 2012 and 2014, respectively.
Restricted Stock and Restricted Stock Units
The table below sets forth the restricted stock and restricted stock unit activity for the year ended December 31, 2012:
Non vested, December 31, 2011
Shares granted
Vested shares
Shares forfeited
Non vested, December 31, 2012
Number
of Shares
79,075
97,240
(38,821)
(1,097)
136,397
Weighted Average
Grant Price and
Fair Value
$37.44
40.09
37.80
38.87
$39.21
The table below sets forth the restricted stock and restricted stock unit activity for the year ended December 31, 2013:
Non vested, December 31, 2012
Shares granted
Vested shares
Shares forfeited
Non vested, December 31, 2013
Number
of Shares
136,397
123,951
(65,585)
(4,002)
190,761
Weighted Average
Grant Price and
Fair Value
$39.21
37.50
37.70
39.94
$38.61
The table below sets forth the restricted stock and restricted stock unit activity for the year ended December 31, 2014:
Non vested, December 31, 2013
Shares granted
Vested shares
Shares forfeited
Non vested, December 31, 2014
Number
of Shares
190,761
272,550
(87,445)
(15,097)
360,769
Weighted Average
Grant Price and
Fair Value
$38.61
36.73
38.69
41.64
$37.03
There were no shares of restricted stock or restricted stock units excluded in the computation of diluted net income per
common share for the year ended December 31, 2014. The Company recognized an income tax benefit of $948,000,
$1,294,000 and $1,880,000 from vested restricted stock and restricted stock units for the years ended December 31, 2012,
2013 and 2014, respectively.
At December 31, 2014, total unrecognized compensation expense in the amount of $8.7 million relates to non-vested restricted
stock and restricted stock units which will be recognized over a weighted average period of 1.9 years.
143
FORM 10-K During the years ended December 31, 2012, 2013 and 2014, the Company accepted for forfeiture 10,697 shares for $456,000,
4,002 shares for $159,840, and 15,097 shares for $628,639, respectively, as a result of termination of employment.
Repurchase
During the year ended December 31, 2012, the Company repurchased 493,491 shares of the Company’s common stock, par value
$0.01 per share. The chart below provides further detail as to the Company’s repurchases during the period.
Total Number
of Shares
Purchased
as Part of
Publicly
Announced
Plans or
Programs
Maximum
Number of
Shares that
May Yet Be
Purchased
Under the
Plans or
Programs(1)
Maximum
Approximate
Dollar Value of
Shares that
May Yet Be
Purchased
Under the
Plans or
Programs(2,3)
—
—
87,033
87,033
87,033
127,033
240,459
313,869
396,336
409,636
409,636
493,491
493,491
493,491
87,033
87,033
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
$20,000,000
18,851,824
15,515,168
13,409,230
11,163,298
10,724,643
10,724,643
7,992,647
7,992,647
$ 7,992,647
Total Number
of Shares
Purchased
Average
Price Paid
per Share
—
—
87,033
—
—
40,000
113,426
73,410
82,467
13,300
—
83,855
—
493,491
$ —
$ —
$39.02
$ —
$ —
$28.70
$29.42
$28.69
$27.23
$32.98
$ —
$32.58
$ —
$31.21
January 1, 2012
February 1, 2012–February 29, 2012
March 1, 2012–March 31, 2012
April 1, 2012–April 30, 2012
May 14, 2012
May 1, 2012–May 31, 2012
June 1, 2012–June 30, 2012
July 1, 2012–July 31, 2012
August 1, 2012–August 31, 2012
September 1, 2012–September 30, 2012
October 1, 2012–October 31, 2012
November 1, 2012–November 30, 2012
December 1, 2012–December 31, 2012
Total
144
AMERICAN PUBLIC EDUCATION, INC. During the year ended December 31, 2013, the Company repurchased 394,064 shares of the Company’s common stock, par value
$0.01 per share. The chart below provides further detail as to the Company’s repurchases during the period.
Total Number
of Shares
Purchased as
Part of
Publicly
Announced
Plans or
Programs
Maximum
Number of
Shares that
May Yet Be
Purchased
Under the
Plans or
Programs(1)
Total Number
of Shares
Purchased
Average
Price Paid
Per Share
January 1, 2013
January 1, 2013–January 31, 2013
February 1, 2013–February 28, 2013
March 14, 2013
March 1, 2013–March 31, 2013
April 1, 2013–April 30, 2013
May 1, 2013–May 31, 2013
June 1, 2013–June 30, 2013
July 1, 2013–July 31, 2013
August 1, 2013–August 31, 2013
September 1, 2013–September 30, 2013
October 1, 2013–October 31, 2013
November 1, 2013–November 30, 2013
December 1, 2013–December 31, 2013
Total
—
3,638
—
—
150,587
2,164
60,000
—
—
—
10,000
167,675
—
—
394,064
$ —
$34.79
$ —
$ —
$32.30
$33.00
$32.55
$ —
$ —
$ —
$37.91
$36.86
$ —
$ —
$34.47
—
3,638
3,638
3,638
154,225
156,389
216,389
216,389
216,389
216,389
226,389
394,064
394,064
394,064
394,064
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
Maximum
Number (or
Approximate
Dollar Value)
of Shares that
May Yet Be
Purchased
Under the
Plans or
Programs(2,3)
$ 7,992,647
7,866,068
7,866,068
22,866,068
18,001,740
17,930,337
15,977,321
15,977,321
15,977,321
15,977,321
15,598,221
9,417,721
9,417,721
9,417,721
$ 9,417,721
145
FORM 10-K During the year ended December 31, 2014, the Company repurchased 530,962 shares of the Company’s common stock, par value
$0.01 per share. The chart below provides further detail as to the Company’s repurchases during the period.
Total Number
of Shares
Purchased as
Part of
Publicly
Announced
Plans or
Programs
Maximum
Number of
Shares that
May Yet Be
Purchased
Under the
Plans or
Programs(1)
Total Number
of Shares
Purchased
Average
Price Paid
Per Share
—
—
—
—
40,000
185,000
139,568
51,760
—
—
—
30,000
84,634
530,962
$ —
$ —
$ —
$ —
$35.26
$34.60
$35.11
$34.95
$ —
$ —
$ —
$35.48
$34.09
$34.78
—
—
—
—
40,000
185,000
139,568
51,760
—
—
—
30,000
84,634
530,962
—
147,284
147,284
147,284
107,284
14,784
—
—
—
—
114,634
84,634
—
—
Maximum
Number (or
Approximate
Dollar Value)
of Shares that
May Yet Be
Purchased
Under the
Plans or
Programs(2,3)
$ 9,417,721
9,417,721
9,417,721
9,417,721
9,417,721
6,217,221
1,836,055
27,043
15,027,043
15,027,043
15,027,043
15,027,043
15,027,043
$15,027,043
January 1, 2014
January 20, 2014
January 1, 2014—January 30, 2014
February 1, 2014—February 28, 2014
March 1, 2014—March 31, 2014
April 1, 2014—April 30, 2014
May 1, 2014—May 31, 2014
June 1, 2014—June 30, 2014
June 13, 2014
July 1, 2014—September 31, 2014
October 1, 2014—October 31, 2014
November 1, 2014—November 30, 2014
December 1, 2014—December 31, 2014
Total
(1) On December 9, 2011, the Company’s Board of Directors approved a stock repurchase program for its common stock, under which the Company
may annually purchase up to the cumulative number of shares issued or deemed issued under the Company’s equity incentive and stock
purchase plans. Repurchases may be made from time to time in the open market at prevailing market prices or in privately negotiated transac-
tions based on business and market conditions. The stock repurchase program may be suspended or discontinued at any time, and will be
funded using the Company’s available cash. Pursuant to this authorization, for the year ended December 31, 2014, the Company repurchased
147,284 and 114,634 restricted shares granted to employees under the Company’s equity incentive and stock purchase plans on January 20,
2014 and October 1, 2014, respectively.
(2) On May 14, 2012, our Board of Directors authorized a program to repurchase up to $20 million of shares of the Company’s common stock. On
March 14, 2013, our Board of Directors increased this authorization by $15 million of shares, and on June 13, 2014, the Company’s Board of
Directors increased the authorization by an additional $15 million of shares. Subject to market conditions, applicable legal requirements and
other factors, the repurchases of the Company’s common stock may be made from time to time in open market transactions or privately
negotiated transactions. The authorization does not obligate the Company to acquire any shares, and purchases may be commenced or
suspended at any time based on market conditions and other factors that we deem appropriate.
(3) The Company was deemed to have repurchased 10,697 and 20,540 shares of common stock forfeited by employees to satisfy minimum
tax-withholding requirements in connection with the vesting of restricted stock grants during the twelve months ended December 31, 2012 and
2013, respectively. During the twelve months ended December 31, 2014, the Company was deemed to have repurchased 30,973 shares of
common stock forfeited by employees to satisfy minimum tax-withholding requirements in connection with the vesting of restricted stock
grants and to cover the exercise and minimum tax-withholding requirements of expiring stock options. These repurchases were not part of the
stock repurchase programs authorized by the Company’s Board of Directors.
During the years ended December 31, 2012, 2013, and 2014, the Company retired 493,491, 394,064 and 530,962 shares of
common stock, respectively, that had been previously repurchased and held in the Company’s treasury.
146
AMERICAN PUBLIC EDUCATION, INC. Note 8. Contingencies
From time to time the Company may be involved in litigation in the normal course of its business. The Company is not currently
subject to any pending material legal proceedings.
Note 9. Concentration
APUS students utilize various payment sources and programs to finance tuition. These programs include funds from DoD
tuition assistance programs, education benefit programs administered by the U.S. Department of Veterans Affairs, or VA,
and federal student aid from Title IV programs, as well as cash and other sources. Reductions in or changes to DoD tuition
assistance, VA education benefits, Title IV programs and other payment sources could have a significant impact on the
Company’s operations. As of December 31, 2014 approximately 52% of APUS students self-reported that they served in the
military on active duty at the time of initial enrollment. Active duty military students generally take fewer classes per year
on average than non-military students.
A summary of APEI Segment revenues derived from students by primary funding source for the years ended December 31, 2012,
2013 and 2014 is as follows:
Title IV programs
DoD tuition assistance programs
VA education benefits
Cash and other sources
2012
36%
38%
13%
13%
2013
38%
34%
16%
12%
2014
36%
35%
18%
11%
As of December 31, 2014 approximately 3% of the HCON Segment’s revenues were derived from students who were eligible
for veteran’s education benefits and approximately 83% of the HCON Segment’s revenues were derived from students who
received federal student aid.
A reduction in or change to any of these programs could have a significant impact on the Company’s operations and
financial condition.
Note 10. Segment Information
On November 1, 2013, APEI acquired HCON and subsequently revised the Company’s segment reporting to maintain consis-
tency with the method management uses to evaluate performance and allocate resources, as well as to provide additional
information to shareholders. Accordingly, the Company has identified two operating segments that are managed in the
following reportable segments:
• American Public Education Segment, or APEI Segment
• Hondros College of Nursing Segment, or HCON Segment
In accordance with FASB ASC Topic 280, Segment Reporting, the chief operating decision-maker has been identified as the
Chief Executive Officer. The Chief Executive Officer reviews operating results to make decisions about allocating resources
and assessing performance for APEI and HCON.
147
FORM 10-K A summary of financial information by reportable segment is as follows (in thousands):
Revenue
American Public Education Segment
Hondros College of Nursing Segment
Total Revenue
Depreciation and Amortization
American Public Education Segment
Hondros College of Nursing Segment
Total Depreciation and Amortization
Income from continuing operations before
interest income and income taxes
American Public Education Segment
Hondros College of Nursing Segment
Total income from continuing operations
before interest income and income taxes
Capital Expenditures
American Public Education Segment
Hondros College of Nursing Segment
Total Capital Expenditures
Year Ended December 31,
2012
2013
2014
$313,516
—
$313,516
11,146
—
11,146
$68,802
—
$68,802
$35,014
—
$35,014
$325,678
3,801
$329,479
13,344
164
13,508
$67,161
276
$67,437
$20,642
7
$20,649
$319,879
30,141
$350,020
14,859
1,262
16,121
$62,499
3,333
$65,832
$24,273
323
$24,596
A summary of the Company’s consolidated assets by reportable segment is as follows (in thousands):
Assets
American Public Education Segment
Hondros College of Nursing Segment
Total Assets
Year Ended December 31,
2012
2013
2014
$237,603
—
$237,603
$221,426
50,229
$271,655
$245,544
52,360
$297,904
Note 11. Goodwill and Intangible Assets
Goodwill in the amount of $38.6 million was recorded in connection with the acquisition of HCON by the Company on
November 1, 2013. Goodwill represents the excess of the purchase price over the amount assigned to the net assets acquired
and the fair value assigned to identified intangible assets. In addition to goodwill, HCON recorded identified intangible assets
with an indefinite useful life in the aggregate amount of $3.7 million, which includes trade names, accreditation, licensing and
Title IV, and affiliate agreements.
148
AMERICAN PUBLIC EDUCATION, INC. At the acquisition date, the fair value assigned to identified intangible assets with a definite useful life was $4.4 million.
Identified intangible assets with a definite life are as follows:
Student contracts and relationships
Curricula
Non-compete agreements
The future amortization of intangible assets is as follows (in thousands):
2015
2016
2017
2018
2019 and beyond
Total
Useful Life
6 years
3 years
5 years
$ 894
710
598
563
322
$3,087
Changes in the carrying amount of goodwill by reportable segment during fiscal year ending December 31, 2014 are as follows
(in thousands):
Goodwill as of December 31, 2013
Goodwill acquired(1)
Impairment
Section 338(h)(10) adjustment
Goodwill as of December 31, 2014
APEI Segment
HCON Segment
Total Goodwill
$—
—
—
—
$—
$38,148
—
—
486
$38,634
$38,148
—
—
486
$38,634
(1) On November 1, 2013, the Company acquired Hondros College of Nursing, which resulted in recognizing $38.6 million of goodwill and $8.1 million
in other identifiable intangible assets. The Company intends to conduct an annual impairment test on each anniversary date of the acquisition.
For additional information please refer to Note 2, “Acquisition Accounting” of these Notes to Consolidated Financial Statements.
The following table presents the components of the net carrying amount of goodwill by reportable segment as of December 31,
2014 (in thousands):
Gross carrying amount of Goodwill
as of December 31, 2014
Accumulated impairment
Net Carrying amount of Goodwill
as of December 31, 2014
APEI Segment
HCON Segment
Total Goodwill
$—
—
$—
$38,634
—
$38,634
$38,634
—
$38,634
149
FORM 10-K Other intangible assets consist of the following as of December 31 (in thousands):
Finite-lived intangible assets
Curricula
Non-compete agreements
Student contracts and relationships
Total finite-lived intangible assets
Indefinite-lived intangible assets
Trade name
Accreditation, licensing and Title IV
Affiliation agreements
Total indefinite-lived intangible assets
Total intangible assets
Gross Carrying
Amount
2014
Accumulated
Amortization
Net Carrying
Amount
$ 405
86
3,870
4,361
1,998
1,686
37
3,721
$8,082
$ 158
20
1,096
1,274
—
—
—
—
$1,274
$ 247
66
2,774
3,087
1,998
1,686
37
3,721
$6,808
Identified intangible assets are amortized in a manner that reflects the estimated economic benefit of the intangible assets.
Curricula and Non-compete agreements are amortized on a straight-line basis. Student contracts and relationships are amor-
tized using an accelerated method.
Note 12. Subsequent Events
The Company has reviewed its business activities and has no subsequent events to report.
150
AMERICAN PUBLIC EDUCATION, INC. Note 13. Quarterly Financial Summary (unaudited)
The following unaudited consolidated interim financial information presented should be read in conjunction with other informa-
tion included in the Company’s consolidated financial statements. In the opinion of management, the following unaudited
consolidated financial information reflects all adjustments necessary for the fair presentation of the results of interim periods.
The Company acquired HCON on November 1, 2013, and therefore the consolidated results for periods prior to November 1, 2013
do not include any results from HCON. Historical results are not necessarily indicative of the results of operations to be
expected for future periods. The following tables set forth selected unaudited quarterly financial information for each of the
Company’s last eight quarters:
(in thousands, except per share data)
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
2014
Revenues
Income before income taxes
Net income
Net income per common share:
Basic
Diluted
2013
Revenues
Income before income taxes
Net income
Net income per common share:
Basic
Diluted
$88,553
16,806
10,436
$ 0.59
$ 0.59
$83,840
18,274
11,376
$ 0.64
$ 0.63
$85,463
15,933
9,802
$ 0.56
$ 0.56
$80,925
17,291
10,750
$ 0.61
$ 0.60
$84,708
14,745
8,842
$ 0.51
$ 0.51
$81,777
17,584
10,911
$ 0.62
$ 0.61
$91,297
18,709
11,797
$ 0.69
$ 0.68
$82,937
14,597
8,997
$ 0.51
$ 0.51
Item 9. Changes in and Disagreements with Accountants
on Accounting and Financial Disclosure
None.
Item 9A. Controls and Procedures
Evaluation of Disclosure Controls and Procedures
We have carried out an evaluation, under the supervision and the participation of our management, including our principal
executive officer and principal financial officer, of the effectiveness of the design and operation of our disclosure controls and
procedures (as defined in Rules 13a-15(e) and 15d-15(e) under the Securities Exchange Act of 1934, as amended, or the
Securities Exchange Act), as of December 31, 2014. Based upon that evaluation, our principal executive officer and principal
financial officer concluded that, as of the end of that period, our disclosure controls and procedures are effective in providing
reasonable assurance that (a) the information required to be disclosed by us in the reports that we file or submit under the
Securities Exchange Act is recorded, processed, summarized, and reported within the time periods specified in the Securities
and Exchange Commission’s rules and forms, and (b) such information is accumulated and communicated to our management,
including our principal executive officer and principal financial officer, as appropriate to allow timely decisions regarding
required disclosure.
151
FORM 10-K Changes in Internal Control Over Financial Reporting
There was no change in our internal control over financial reporting identified in connection with the evaluation required by
Rules 13a-15(d) of the Exchange Act that occurred during the fourth quarter of 2014 that has materially affected or is reasonably
likely to materially affect our internal control over financial reporting.
152
AMERICAN PUBLIC EDUCATION, INC. Management’s Annual Report on Internal Control over Financial Reporting
Our management is responsible for establishing and maintaining adequate internal control over financial reporting for the
Company. Internal control over financial reporting is defined in Rule 13a-15(f) or 15d-15(f) promulgated under the Securities
Exchange Act of 1934, as amended, as a process designed by, or under the supervision of, the Company’s principal executive
and principal financial officers and effected by the Company’s Board of Directors, management and other personnel, to provide
reasonable assurance regarding the reliability of financial reporting and the preparation of financial statements for external
purposes in accordance with generally accepted accounting principles and includes those policies and procedures that:
• pertain to the maintenance of records that in reasonable detail accurately and fairly reflect the transactions and dispositions
of the assets of the company;
• provide reasonable assurance that transactions are recorded as necessary to permit preparation of financial statements in
accordance with generally accepted accounting principles, and that receipts and expenditures of the company are being
made only in accordance with authorizations of management and directors of the company; and
• provide reasonable assurance regarding prevention or timely detection of unauthorized acquisition, use or disposition of the
company’s assets that could have a material effect on the financial statements.
Because of its inherent limitations, internal control over financial reporting may not prevent or detect misstatements.
Projections of any evaluation of effectiveness to future periods are subject to the risk that controls may become inadequate
because of changes in conditions, or that the degree of compliance with the policies or procedures may deteriorate.
Under the supervision and with the participation of our Chief Executive Officer and Chief Financial Officer, our management
assessed the effectiveness of our internal control over financial reporting as of December 31, 2014. In making this assessment,
our management used the criteria established in Internal Control—Integrated Framework issued by the Committee of Sponsoring
Organizations of the Treadway Commission in 2013.
Based on its assessment, management concluded that, as of December 31, 2014, our internal control over financial reporting is
effective based on those criteria.
Our independent auditors, McGladrey LLP, have issued an audit report on our internal control over financial reporting. This report
appears below.
153
FORM 10-K Report of Independent Registered Public Accounting Firm
To the Board of Directors and Stockholders
American Public Education, Inc.
We have audited American Public Education, Inc. and Subsidiaries’ internal control over financial reporting as of December 31,
2014, based on criteria established in Internal Control—Integrated Framework issued by the Committee of Sponsoring
Organizations of the Treadway Commission in 2013. American Public Education, Inc. and Subsidiaries’ management is responsible
for maintaining effective internal control over financial reporting and for its assessment of the effectiveness of internal control
over financial reporting included in the accompanying Management’s Annual Report on Internal Control over Financial Reporting.
Our responsibility is to express an opinion on the company’s internal control over financial reporting based on our audit.
We conducted our audit in accordance with the standards of the Public Company Accounting Oversight Board (United States).
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether effective internal
control over financial reporting was maintained in all material respects. Our audit included obtaining an understanding of internal
control over financial reporting, assessing the risk that a material weakness exists, and testing and evaluating the design and
operating effectiveness of internal control based on the assessed risk. Our audit also included performing such other procedures
as we considered necessary in the circumstances. We believe that our audit provides a reasonable basis for our opinion.
A company’s internal control over financial reporting is a process designed to provide reasonable assurance regarding the
reliability of financial reporting and the preparation of financial statements for external purposes in accordance with generally
accepted accounting principles. A company’s internal control over financial reporting includes those policies and procedures that
(a) pertain to the maintenance of records that, in reasonable detail, accurately and fairly reflect the transactions and dispositions
of the assets of the company; (b) provide reasonable assurance that transactions are recorded as necessary to permit prepara-
tion of financial statements in accordance with generally accepted accounting principles, and that receipts and expenditures of
the company are being made only in accordance with authorizations of management and directors of the company; and (c)
provide reasonable assurance regarding prevention or timely detection of unauthorized acquisition, use, or disposition of the
company’s assets that could have a material effect on the financial statements.
Because of its inherent limitations, internal control over financial reporting may not prevent or detect misstatements. Also,
projections of any evaluation of effectiveness to future periods are subject to the risk that controls may become inadequate
because of changes in conditions, or that the degree of compliance with the policies or procedures may deteriorate.
In our opinion, American Public Education, Inc and Subsidiaries maintained, in all material respects, effective internal control
over financial reporting as of December 31, 2014, based on criteria established in Internal Control—Integrated Framework issued
by the Committee of Sponsoring Organizations of the Treadway Commission in 2013.
We have also audited, in accordance with the standards of the Public Company Accounting Oversight Board (United States), the
consolidated balance sheets of American Public Education, Inc and its Subsidiaries’ as of December 31, 2014 and 2013, and the
related consolidated statements of income, stockholders’ equity, and cash flows for each of the three years in the period ended
December 31, 2014, and our report dated February 26, 2015 expressed an unqualified opinion.
/s/ McGladrey LLP
McLean, VA
February 26, 2015
154
AMERICAN PUBLIC EDUCATION, INC. Item 9B. Other Information
None.
155
FORM 10-K PART III
Item 10. Directors, Executive Officers, and Corporate Governance
Executive Officers
Pursuant to General Instruction G(3) of Form 10-K, information regarding our executive officers is set forth in Part I of this
Annual Report under the caption Item 1. “Executive Officers of the Registrant.”
Code of Ethics
As part of our system of corporate governance, our Board of Directors has adopted a Code of Business Conduct and Ethics that
is applicable to all of our employees, and also contains provisions only applicable to our Chief Executive Officer and senior
financial officers. Our Code of Business Conduct and Ethics is available on the Corporate Governance page of our website at
http://www.americanpubliceducation.com. We intend to satisfy any disclosure requirement under Item 5.05 of Form 8-K
regarding an amendment to, or waiver from, a provision of the Code of Business Conduct and Ethics that applies to our chief
executive officer or senior financial officers, by posting such information on our website at the address above. The information
on our website is expressly not incorporated by reference in this Annual Report on Form 10-K.
Additional Information
The additional information regarding directors, executive officers and corporate governance required by this Item is hereby
incorporated by reference from the information contained under the captions “Corporate Governance Standards and Director
Independence,” “Board Committees and Their Functions,” “Director Nominations and Communication with Directors,” “Proposal
No. 1—Election of Directors” and “Section 16(a) Beneficial Ownership Reporting and Compliance” in the Company’s Proxy
Statement, which will be filed with the SEC no later than 120 days following December 31, 2014 with respect to our 2015 Annual
Meeting of Stockholders.
Item 11. Executive Compensation
The information required by this Item is hereby incorporated by reference from the information contained under the captions
“Director Compensation” and “Executive Compensation” in the Company’s Proxy Statement, which will be filed with the
Securities and Exchange Commission no later than 120 days following December 31, 2014 with respect to our 2015 Annual
Meeting of Stockholders.
Item 12. Security Ownership of Certain Beneficial Owners and
Management and Related Stockholder Matters
The information required by this Item is hereby incorporated by reference from the information contained under the captions
“Beneficial Ownership of Common Stock” and “Equity Compensation Plan Information” in the Company’s Proxy Statement,
which will be filed with the Securities and Exchange Commission no later than 120 days following December 31, 2014 with
respect to our 2015 Annual Meeting of Stockholders.
156
AMERICAN PUBLIC EDUCATION, INC. Item 13. Certain Relationships and Related Party Transactions,
and Director Independence
The information required by this Item is hereby incorporated by reference from the information contained under the captions
“Certain Relationships and Related Persons Transactions” and “Board Independence” in the Company’s Proxy Statement, which
will be filed with the Securities and Exchange Commission no later than 120 days following December 31, 2014 with respect to
our 2015 Annual Meeting of Stockholders.
Item 14. Principal Accountant Fees and Services
The information required by this Item is hereby incorporated by reference from the information contained under the captions
“Principal Accountant Fees and Services” and “Audit Committee’s Pre-Approval Policies and Procedures” in the Company’s Proxy
Statement, which will be filed with the Securities and Exchange Commission no later than 120 days following December 31,
2014 with respect to our 2015 Annual Meeting of Stockholders.
157
FORM 10-K PART IV
Item 15. Exhibits and Financial Statement Schedule
(a) List of documents filed as part of this Annual Report:
(1) The required financial statements are included in Item 8 of Part II of this Annual Report.
(2) The required financial statement schedules are included in Item 8 of Part II of this Annual Report.
(3) A complete listing of exhibits is included in the Index to Exhibits.
(b) A complete listing of exhibits is included in the Index to Exhibits.
(c) Schedule II: Valuation and Qualifying Accounts.
Other schedules are omitted because they are not required.
158
AMERICAN PUBLIC EDUCATION, INC. Schedule II
Valuation and Qualifying Accounts
Year ended December 31, 2014:
American Public Education Segment
Hondros College of Nursing Segment
Allowance for receivables
Year ended December 31, 2013:
American Public Education Segment
Hondros College of Nursing Segment
Allowance for receivables
Year ended December 31, 2012:
American Public Education Segment
Allowance for receivables
Balance at
Beginning of Period
Additions/
(Reductions)(1)
Write-Offs
Balance at
End of Period
$11,452
1,723
13,175
$11,106
—
$11,106
$ 4,996
$ 4,996
$17,480
1,344
18,824
$14,011
1,723
$15,734
$13,610
$13,610
$(20,471)
(829)
(21,300)
$(13,665)
—
$(13,665)
$ (7,500)
$ (7,500)
$ 8,461
2,238
10,699
$11,452
1,723
$13,175
$11,106
$11,106
(1) Hondros College of Nursing additions include $1.461 million beginning balance as of November 1, 2013.
159
FORM 10-K Signatures
Pursuant to the requirements of Section 13 or 15(d) of the Securities Exchange Act of 1934, the registrant has duly caused this
report to be signed on its behalf by the undersigned, thereunto duly authorized.
Dated: February 26, 2015
American Public Education, Inc.
By:
/s/ Dr. Wallace E. Boston
Name: Dr. Wallace E. Boston
Title:
President and Chief Executive Officer
Pursuant to the requirement of the Securities Exchange Act of 1934, this Report has been signed below by the following persons
on behalf of the registrant and in the capacities and on the date indicated.
Name
/s/ Dr. Wallace E. Boston
Dr. Wallace E. Boston
Date
Title
February 26, 2015
President, Chief Executive Officer and Director
(Principal Executive Officer)
/s/ Richard W. Sunderland, Jr.
Richard W. Sunderland, Jr.
February 26, 2015
Executive Vice President and Chief Financial Officer
(Principal Financial Officer and Principal Accounting Officer)
February 26, 2015
Chairman of the Board of Directors
February 26, 2015
Director
February 26, 2015
Director
February 26, 2015
Director
February 26, 2015
Director
February 26, 2015
Director
February 26, 2015
Director
/s/ Timothy T. Weglicki
Timothy T. Weglicki
/s/ Eric C. Andersen
Eric C. Andersen
/s/ Barbara G. Fast
Barbara G. Fast
/s/ Jean C. Halle
Jean C. Halle
/s/ Barbara Kurshan
Barbara Kurshan
/s/ Timothy J. Landon
Timothy J. Landon
/s/ Wes Moore
Wes Moore
160
AMERICAN PUBLIC EDUCATION, INC. Index To Exhibits
Exhibit No.
Exhibit Description
3.1
3.2
4.1
10.1+
10.2+
10.3+
10.4+
Fifth Amended Restated Certificate of Incorporation of the Company(1)
Second Amended and Restated Bylaws of the Company(1)
Form of certificate representing the Common Stock, $0.01 par value per share, of the Company(2)
American Public Education, Inc. 2002 Stock Incentive Plan, as amended(2)
American Public Education, Inc. 2007 Omnibus Incentive Plan(2)
Form of Indemnification Agreement with directors and executive officers(2)
Amended and Restated Employment Agreement dated April 28, 2014, by and between American Public University
System, Inc., American Public Education, Inc. and Wallace E. Boston, Jr.(3)
10.5+
Amended and Restated Employment Agreement dated April 28, 2014, by and among American Public University
System, Inc., American Public Education, Inc. and Harry T. Wilkins(3)
10.6+
Employment Agreement dated August 1, 2014 by and among American Public University System, Inc., American Public
Education, Inc. and Carol Gilbert(4)
10.7+
Amended and Restated Employment Agreement dated August 1, 2014, by and among American Public University
System, Inc., American Public Education, Inc. and Karan Powell(4)
10.8+
Employment Agreement dated August 1, 2014, by and among American Public University System, Inc., American
Public Education, Inc. and Richard W. Sunderland, Jr.(4)
10.9+
Amended and Restated Employment Agreement dated August 1, 2014, by and among American Public University
System, Inc., American Public Education, Inc. and Sharon van Wyk(4)
10.10+
American Public Education, Inc. Employee Stock Purchase Plan(2)
10.10a+
Amendment to the American Public Education, Inc. Employee Stock Purchase Plan(5)
10.11+
10.12+
10.13
21.1
23.1
31.1
31.2
32.1
American Public Education, Inc. 2011 Omnibus Incentive Plan(6)
APUS Non-Qualified Plan(7)
Stock Purchase Agreement, dated August 28, 2013, by and among, the Company National Education Seminars, Inc.,
the Selling Stockholders, the Founders and the Stockholder Representative(8)
List of Subsidiaries (filed herewith)
Consent of McGladrey LLP (filed herewith)
Certification of Chief Executive officer pursuant to Rule 13a-14(a) under the Securities Exchange Act of 1934 as
adopted pursuant to Section 302 of the Sarbanes-Oxley Act of 2002 (filed herewith)
Certification of Chief Financial Officer pursuant to Rule 13a-14(a) under the Securities Exchange Act of 1934 as
adopted pursuant to Section 302 of the Sarbanes-Oxley Act of 2002 (filed herewith)
Certification of Chief Executive Officer pursuant to 18 U.S.C. Section 1350 as adopted pursuant to Section 906
of the Sarbanes-Oxley Act of 2002 (filed herewith)
161
FORM 10-K Exhibit No.
Exhibit Description
32.2
Certification of Chief Financial Officer pursuant to 18 U.S.C. Section 1350 as adopted pursuant to Section 906
of the Sarbanes-Oxley Act of 2002 (filed herewith)
EX-101.INS
XBRL Instance Document
EX-101.SCH
XBRL Taxonomy Extension Schema Document
EX-101.CAL
XBRL Taxonomy Extension Calculation Linkbase Document
EX-101.DEF
XBRL Taxonomy Extension Definition Linkbase Document
EX-101.LAB
XBRL Taxonomy Extension Label Linkbase Document
EX-101.PRE
XBRL Taxonomy Extension Presentation Linkbase Document
Unless otherwise noted, all exhibits are incorporated by reference to the Registrant’s Form S-1 Registration Statement
(No. 333-145185), as amended.
+ Management contract or compensatory plan or arrangement.
(1) Incorporated by reference to exhibit filed with Registrant’s Current Report on Form 8-K (File No. 001-33810), filed with the Commission
on November 14, 2007.
(2) Incorporated by reference to exhibit filed with Registrant’s Registration Statement on Form S-1 (File No. 333-145185).
(3) Incorporated by reference to exhibit filed with Registrant’s Current Report on Form 8-K (File No. 001-33810), filed with the Commission
on May 2, 2014.
(4) Incorporated by reference to exhibit filed with Registrant’s Quarterly Report on Form 10-Q for the quarterly period ended June 30, 2014
(File No. 001-33810), filed with the Commission on August 5, 2014.
(5) Incorporated by reference to exhibit filed with Registrant’s Current Report on Form 8-K (File No. 001-33810), filed with the Commission
on June 17, 2014.
(6) Incorporated by reference to Exhibit A of the Registrant’s 2011 Annual Proxy Statement on Schedule 14A (File No. 001-33810), filed
with the Commission on March 22, 2011.
(7) Incorporated by reference to exhibit filed with Registrant’s Annual Report on Form 10-K for the year ended December 31, 2013
(File No. 001-33810), filed with the Commission on February 27, 2014.
(8) Incorporated by reference to exhibit filed with Registrant’s Quarterly Report on Form 10-Q for the quarterly period ended
September 30, 2013 (File No. 001-33810), filed with the Commission on November 5, 2013.
162
AMERICAN PUBLIC EDUCATION, INC. Exhibit 21.1
List of Subsidiaries
Entity
American Public University System, Inc.
National Education Seminars, Inc.
State of Organization
West Virginia
Ohio
163
FORM 10-K Exhibit 23.1
Consent of Independent Registered Public Accounting Firm
We consent to the incorporation by reference in Registration Statements (333-197086, 333-174105, 333-151789, and
333-150454) on Form S-8 of American Public Education, Inc. of our reports dated February 26, 2015, relating to our audits
of the consolidated financial statements and the financial statement schedule and internal control over financial reporting,
which appear in this Annual Report on Form 10-K of American Public Education, Inc. and Subsidiaries for the year ended
December 31, 2014.
/s/ McGladrey LLP
McLean, Virginia
February 26, 2015
164
AMERICAN PUBLIC EDUCATION, INC. Exhibit 31.1
Certification of Chief Executive Officer Pursuant to Rule 13a-14(a)/15d-14(a)
I, Wallace E. Boston, certify that:
1. I have reviewed this annual report on Form 10-K of American Public Education, Inc.;
2. Based on my knowledge, this report does not contain any untrue statement of a material fact or omit to state a material fact
necessary to make the statements made, in light of the circumstances under which such statements were made, not
misleading with respect to the period covered by this report;
3. Based on my knowledge, the financial statements, and other financial information included in this report, fairly present in all
material respects the financial condition, results of operations and cash flows of the registrant as of, and for, the periods
presented in this report;
4. The registrant’s other certifying officer and I are responsible for establishing and maintaining disclosure controls and
procedures (as defined in Exchange Act Rules 13a-15(e) and 15d-15(e)) and internal control over financial reporting (as defined
in Exchange Act Rules 13a-15(f) and 15d-15(f)) for the registrant and have:
a) Designed such disclosure controls and procedures, or caused such disclosure controls and procedures to be designed under
our supervision, to ensure that material information relating to the registrant, including its consolidated subsidiaries, is
made known to us by others within those entities, particularly during the period in which this report is being prepared;
b) Designed such internal control over financial reporting, or caused such internal control over financial reporting to be
designed under our supervision, to provide reasonable assurance regarding the reliability of financial reporting and the
preparation of financial statements for external purposes in accordance with generally accepted accounting principles;
c) Evaluated the effectiveness of the registrant’s disclosure controls and procedures and presented in this report our
conclusions about the effectiveness of the disclosure controls and procedures, as of the end of the period covered by this
report based on such evaluation; and
d) Disclosed in this report any change in the registrant’s internal control over financial reporting that occurred during the
registrant’s most recent fiscal quarter (the registrant’s fourth fiscal quarter in the case of an annual report) that has
materially affected, or is reasonably likely to materially affect, the registrant’s internal control over financial reporting; and
5. The registrant’s other certifying officer and I have disclosed, based on our most recent evaluation of internal control over
financial reporting, to the registrant’s auditors and the audit committee of the registrant’s board of directors (or persons
performing the equivalent functions):
a) All significant deficiencies and material weaknesses in the design or operation of internal control over financial reporting
which are reasonably likely to adversely affect the registrant’s ability to record, process, summarize and report financial
information; and
b) Any fraud, whether or not material, that involves management or other employees who have a significant role in the
registrant’s internal control over financial reporting.
Date:
February 26, 2015
By:
/s/ Dr. Wallace E. Boston
Name: Dr. Wallace E. Boston
Title:
President and Chief Executive Officer
165
FORM 10-K Exhibit 31.2
Certification of Chief Financial Officer Pursuant to Rule 13a-14(a)/15d-14(a)
I, Richard W. Sunderland, Jr., certify that:
1. I have reviewed this annual report on Form 10-K of American Public Education, Inc.;
2. Based on my knowledge, this report does not contain any untrue statement of a material fact or omit to state a material fact
necessary to make the statements made, in light of the circumstances under which such statements were made, not
misleading with respect to the period covered by this report;
3. Based on my knowledge, the financial statements, and other financial information included in this report, fairly present in all
material respects the financial condition, results of operations and cash flows of the registrant as of, and for, the periods
presented in this report;
4. The registrant’s other certifying officer and I are responsible for establishing and maintaining disclosure controls and
procedures (as defined in Exchange Act Rules 13a-15(e) and 15d-15(e)) and internal control over financial reporting (as defined
in Exchange Act Rules 13a-15(f) and 15d-15(f)) for the registrant and have:
a) Designed such disclosure controls and procedures, or caused such disclosure controls and procedures to be designed under
our supervision, to ensure that material information relating to the registrant, including its consolidated subsidiaries, is
made known to us by others within those entities, particularly during the period in which this report is being prepared;
b) Designed such internal control over financial reporting, or caused such internal control over financial reporting to be
designed under our supervision, to provide reasonable assurance regarding the reliability of financial reporting and the
preparation of financial statements for external purposes in accordance with generally accepted accounting principles;
c) Evaluated the effectiveness of the registrant’s disclosure controls and procedures and presented in this report our
conclusions about the effectiveness of the disclosure controls and procedures, as of the end of the period covered by this
report based on such evaluation; and
d) Disclosed in this report any change in the registrant’s internal control over financial reporting that occurred during the
registrant’s most recent fiscal quarter (the registrant’s fourth fiscal quarter in the case of an annual report) that has
materially affected, or is reasonably likely to materially affect, the registrant’s internal control over financial reporting; and
5. The registrant’s other certifying officer and I have disclosed, based on our most recent evaluation of internal control over
financial reporting, to the registrant’s auditors and the audit committee of the registrant’s board of directors (or persons
performing the equivalent functions):
a) All significant deficiencies and material weaknesses in the design or operation of internal control over financial reporting
which are reasonably likely to adversely affect the registrant’s ability to record, process, summarize and report financial
information; and
b) Any fraud, whether or not material, that involves management or other employees who have a significant role in the
registrant’s internal control over financial reporting.
Date:
February 26, 2015
By:
/s/ Richard W. Sunderland, Jr.
Name:
Title:
Richard W. Sunderland, Jr.
Executive Vice President and Chief Financial Officer
166
AMERICAN PUBLIC EDUCATION, INC. Exhibit 32.1
Certification of Chief Financial Officer Pursuant to 18 U.S.C. Section 1350,
As Adopted Pursuant to Section 906 of the Sarbanes-Oxley Act of 2002
The undersigned, the Chief Executive Officer of American Public Education, Inc. (“the Company”), hereby certifies that, to his
knowledge, on the date hereof:
(a) The annual report on Form 10-K of the Company for the period ended December 31, 2013 filed on the date hereof with the
Securities and Exchange Commission (“the Report”) fully complies with the requirements of Section 13(a) or 15(d) of the
Securities Exchange Act of 1934; and
(b) Information contained in the Report fairly presents, in all material respects, the financial condition and results of operations
of the Company.
Date:
February 26, 2015
By:
/s/ Dr. Wallace E. Boston
Name: Dr. Wallace E. Boston
Title:
President and Chief Executive Officer
A signed original of this written statement required by Section 906, or other document authenticating, acknowledging, or
otherwise adopting the signature that appears in typed form within the electronic version of this written statement required
by Section 906, has been provided to American Public Education, Inc. and will be retained by the Company and furnished to
the Securities and Exchange Commission or its staff upon request.
167
FORM 10-K Exhibit 32.2
Certification of Chief Financial Officer Pursuant to 18 U.S.C. Section 1350,
As Adopted Pursuant to Section 906 of the Sarbanes-Oxley Act of 2002
The undersigned, the Chief Financial Officer of American Public Education, Inc. (“the Company”), hereby certifies that, to his
knowledge, on the date hereof:
(a) The annual report on Form 10-K of the Company for the period ended December 31, 2013 filed on the date hereof with the
Securities and Exchange Commission (“the Report”) fully complies with the requirements of Section 13(a) or 15(d) of the
Securities Exchange Act of 1934; and
(b) Information contained in the Report fairly presents, in all material respects, the financial condition and results of operations
of the Company.
Date:
February 26, 2015
By:
/s/ Richard W. Sunderland, Jr.
Name:
Title:
Richard W. Sunderland, Jr.
Executive Vice President and Chief Financial Officer
A signed original of this written statement required by Section 906, or other document authenticating, acknowledging, or
otherwise adopting the signature that appears in typed form within the electronic version of this written statement required
by Section 906, has been provided to American Public Education, Inc. and will be retained by the Company and furnished to
the Securities and Exchange Commission or its staff upon request.
168
AMERICAN PUBLIC EDUCATION, INC. This page intentionally left blank.
169
FORM 10-K LEADERSHIP TEAMS
Dr. Patricia Campbell
Vice President and
Assistant Provost,
Graduate Studies,
Research & Innovation
Dr. Jennifer Stephens-Helm
Assistant Provost,
Assessment and Accreditation
Melissa Frey
Vice President, Finance Operations
Jeffrey McCafferty
Vice President, Strategic Planning
Robert Funk
Vice President,
Application Development
Amy Panzarella, SPHR, SHRM-SCP
Vice President, Human Resources
Caroline Simpson
Vice President, Student Services
Jim Sweizer
Vice President, Military Relations
HONDROS COLLEGE
OF NURSING
Harry Wilkins, CPA
Executive Vice President and
Chief Development Officer,
American Public Education, Inc.
Chief Executive Officer,
Hondros College of Nursing
Carol Thomas
President, Hondros College
of Nursing
Dan Benjamin
Dean, School of Science,
Technology, Engineering and Math
Claudine Stubblefield
Vice President, Controller
Dr. G. Wynn Berry
Vice President and Dean,
Program Development
Brian Freeland
Dean, School of Health Sciences
Lyn Geer
Vice President, Registrar
Dr. Linda Moynihan
Dean, School of Arts and Humanities
Dr. Chad Patrizi
Dean, School of Business
Dr. Chris Reynolds
Vice President, Academic
Communication and Outreach
Dr. Mark Riccardi
Dean, School of Security
and Global Studies
Dr. Tammy Woody
Dean, School of Education
FINANCE, INFORMATION
TECHNOLOGY AND
HUMAN RESOURCES
Richard Sunderland, Jr., CPA
Executive Vice President and
Chief Financial Officer
Peter Gibbons
Senior Vice President and
Chief Administrative Officer
Michael Miotto
Senior Vice President and
Chief Information Officer
Chris Symanoskie
Vice President, Investor Relations
Amy Weber
Vice President, Internal Audit
Keith Wellings
Vice President, Financial Aid
and Compliance
Michael White, CPA
Vice President, Budgeting,
Tax and Facilities Management
Tracy Woods
Vice President, Technology
Operations and Services
MARKETING,
ENROLLMENT AND
STUDENT SERVICES
Carol Gilbert
Executive Vice President,
Programs and Marketing
Elizabeth LaGuardia Cooper
Vice President, Marketing
Terry Grant
Vice President, Enrollment
Management and Student Support
Mike Harbert
Vice President, Strategic Markets
and Relationships
Paul Humphreys
Consultant, International
Development
AMERICAN PUBLIC
UNIVERSITY SYSTEM
OFFICE OF THE PRESIDENT
Dr. Wallace Boston
President and
Chief Executive Officer
Thomas Beckett
Vice President, Legal Affairs
Dr. John Hough
Vice President,
Community Relations
Dr. Philip Ice
Vice President,
Research and Development
Dr. Russell Kitchner
Vice President, Regulatory and
Government Relations
Lynn Wright
Vice President,
Ombudsman
ACADEMIC LEADERSHIP
Dr. Karan Powell
Executive Vice President
and Provost
Dr. Gwendolyn Hall
Senior Vice President and
Associate Provost
Dr. Conrad Lotze
Senior Vice President
and Associate Provost,
Academic Affairs
Michael Netzer
Senior Vice President and
Associate Provost, Academic
Program Development & Outreach
Hedi BenAicha
Vice President and
Assistant Provost,
Library & Academic Resources
170
AMERICAN PUBLIC EDUCATION, INC. CORPORATE INFORMATION
Corporate and Administrative Offices
American Public Education, Inc.
111 West Congress Street
Charles Town, WV 25414
Phone: (304) 724-3700
Toll Free: (877) 468-6268
Stock Exchange Listing
The NASDAQ Global Select Market under the symbol
“APEI”.
Annual Shareholder Meeting
The Annual Meeting of American Public Education, Inc.
shareholders will be held at the Gaylord National Resort
& Conference Center, 201 Waterfront Street, National
Harbor, Maryland 20745 on June 12, 2015 at 7:30 a.m. ET.
Investor Relations
Chris Symanoskie
Vice President, Investor Relations
American Public Education, Inc.
111 West Congress Street
Charles Town, WV 25414
Phone: (703) 334-3880
csymanoskie@apus.edu
Accountants
McGladrey LLP
1861 International Drive, Suite 400
McLean, VA 22102
Phone: (703) 336-6400
Transfer Agent
American Stock Transfer & Trust Company
6201 15th Avenue
Brooklyn, NY 11219
Attn: Shareholder Services
Toll Free: (800) 937-5449
Online Information
Investor Relations
www.AmericanPublicEducation.com
APUS Board of Trustees
APEI Board of Directors
Eric C. “Ric” Andersen, Director
Partner, Milestone Partners
Dr. Wallace E. Boston, Director
President and Chief Executive Officer,
American Public Education, Inc.
Major General (Retired)
Barbara G. Fast, Director
Senior Vice President, CGI Federal
Jean C. Halle, Director
Independent Consultant
Dr. Barbara L. “Bobbi” Kurshan,
Director
Executive Director and Senior Fellow,
Academic Innovation, University of
Pennsylvania Graduate School of
Education
Timothy J. Landon, Director
CEO, Aggrego, LLC
Wes Moore, Director
Author, Chairman of Omari
Productions
Timothy T. Weglicki, Chair
Founding Partner, ABS Capital
Partners
Frank Ball, Chair
Independent Consultant
Faculty Member,
Georgetown University
Dr. Wallace E. Boston, Member
President and Chief Executive Officer,
American Public Education, Inc.
General (Retired)
Alfred M. Gray,
Chairman Emeritus and Member
Chairman, Board of Regents,
Potomac Institute for Policy Studies
Chancellor, Marine Military Academy
29th Commandant of the Marine Corps
Dr. Lucie Lapovsky, Member
Principal, Lapovsky Consulting
Former President, Mercy College
Dr. Katy E. Marre, Member
Professor, University of Dayton
Former Assoc. Vice President,
Graduate Studies and Research,
University of Dayton
Major General (Retired)
Robert L. Nabors, Member
Executive Advisor,
Booz Allen Hamilton
Vice Admiral (Retired)
Dr. Ann E. Rondeau, Vice-Chair
Independent Consultant
Lieutenant General (Retired)
Richard G. Trefry, Member
Senior Fellow, Institute of
Land Warfare
Former Program Manager, The Army
Force Management School
Dr. Katherine Zatz, Member
Vice President, Allpar LLC
Member, Registry of College
Presidents
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©
111 WEST CONGRESS STREET‚ CHARLES TOWN‚ WEST VIRGINIA 25414
www.americanpubliceducation.com
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