What changed in this filing

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Item 1. Business

2023-03-14 compared with 2022-03-02 · 869 added, 961 removed, 392 unchanged (82% of the section changed)

COMPANY OVERVIEW

American Public Education, Inc., or APEI, provides online and on-campus postsecondary education to approximately 108,400 students through three subsidiary institutions, American Public University System, or APUS, Rasmussen University, or RU, and National Education Seminars, which we refer to as Hondros College of Nursing, or HCN.

In this Annual Report, “we,” “our,” “us,” “the Company” and similar terms refer to APEI and its educational institutions of higher learning collectively unless the context indicates otherwise.

We seek to maximize a student’s return on their educational investment, which we call Higher Education Return on Investment for our Customer or “HEROIC TM ”.

Our institutions of higher learning are purpose built to educate the service-minded student by offering programs designed to prepare individuals for productive contributions to their profession and society and to offer opportunities that may advance students in their current professions or help them prepare for their next career.

Acquisition of Rasmussen University

On September 1, 2021, or the Closing Date, we completed the acquisition of Rasmussen University, or the Rasmussen Acquisition, pursuant to a Membership Interest Purchase Agreement dated October 28, 2020, for an adjusted aggregate purchase price, subject to post-closing working capital adjustments, and net of cash acquired, of $325.5 million in cash.

We believe that RU adds an attractive portfolio of curriculum with a strong alignment around mission and culture.

The addition of RU has resulted in a more diversified Company with three now roughly equal parts by revenue:

one-third nursing education, one-third military and veterans education, and one-third other online education.

Acquisition of Graduate School USA

On January 1, 2022, we completed the previously announced acquisition of substantially all of the assets of Graduate School USA, or GSUSA, one of the largest providers of training to the federal government workforce.

The acquisition further advances APEI’s focus on providing training that provides students with pathways to employment and career advancement.

Reporting Segments

In the third quarter of 2021, in connection with the Rasmussen Acquisition, we revised our reportable segments to reflect the manner in which our Chief Executive Officer, who is our chief operating decision-maker, evaluates performance and allocates resources, to include RU as a separately reportable segment.

Prior to the third quarter of 2021 and the Rasmussen Acquisition, we had two reportable segments:

the American Public Education, Inc.

Segment, or APEI Segment;

and the Hondros College of Nursing, or HCN Segment.

We now have three reportable segments:

the APUS Segment, which was previously included within the former APEI Segment;

the Rasmussen University Segment, or RU Segment;

and the HCN Segment.

Unallocated corporate activity and eliminations, which generally were previously reported within the APEI Segment, are now included in “Corporate and Other” in the Consolidated Financial Statements.

American Public University System Segment, or APUS Segment

• American Public University System, Inc., referred to in this Annual Report, as APUS, provides online postsecondary education to approximately 88,800 adult learners, directed primarily at the needs of the military, military-affiliated, public service and service-minded communities through American Military University, or AMU, and American Public University, or APU.

APUS is institutionally accredited by the Higher Learning Commission, or HLC.

APUS offers 130 degree programs and 111 certificate programs in diverse fields of study, with a particular focus on those relevant to today’s job market and emerging fields.

Fields of study include traditional academics, such as business administration, health science, technology, criminal justice, education, and liberal arts, as well as public service-focused fields of study such as national security, military studies, intelligence, and homeland security.

APUS has institutional accreditation from the Higher Learning Commission, or HLC, with an Open Pathway designation, newly granted in 2021, which affords institutions greater opportunity to pursue institutional improvement projects than the alternative Standard Pathway designation, and several of its academic programs have programmatic accreditations granted by accrediting agencies that review specialized and professional programs in specific fields and disciplines.

APUS is committed to providing high quality, relevant, accessible, affordable, and student-focused higher education to a diverse student population in order to prepare students for service and leadership in a diverse, global society.

In addition, the institution seeks to provide professional and workforce development solutions through partnerships with corporations and industry associations.

Although APUS’s reach and appeal is broad, the institution continues to emphasize serving the military, veteran, and public service communities.

American Public Education, or APEI , provides online and campus-based postsecondary education and career learning to approximately 107,100 students through four subsidiary institutions.

Our institutions offer purpose-built education programs and career learning designed to prepare individuals for productive contributions to their professions and society and to offer opportunities to advance students in their current professions or to help them prepare for their next career.

Our Vision and Mission

Our vision is for education that transforms lives, advances careers, and improves communities.

Our mission is to provide inclusive, high-quality and relevant education that empowers learners to achieve their ambitions and be of service to their communities while realizing return on their education investment.

Our institutions of advanced learning are purpose-built to prepare service-minded students for employment, careers, and leadership in a diverse and changing world.

We are the number one educator of active-duty military and of veterans, operate the nation’s largest pre-licensure nursing platform focused on a Diploma in Practical Nursing, or PN degree, and an Associate Degree in Nursing, or ADN degree, and operate one of the largest providers of training to the federal government and public workforce.

Our Institutions

We have four subsidiary institutions:

American Public University System, or APUS, Rasmussen University, or RU, Hondros College of Nursing, or HCN, and Graduate School USA, or GSUSA.

American Public University System

APUS provides online postsecondary education to approximately 88,900 adult learners.

APUS traces its roots to American Military University, or AMU, which was founded in 1991 as a distance-learning, graduate-level institution for military officers seeking an advanced degree in military studies.

APUS has broadened its focus to include other military communities, veterans, and public service and public service-minded communities, with a focus on educating those who serve, and has two components:

AMU, which is focused on educating students from the military, national security, military-affiliated and service communities, like police, firefighters, emergency personnel, and government employees, and American Public University, or APU, which is focused on educating career-focused working adults with an emphasis on educating professionals working in service-related communities, including nursing, public health, public administration, and business administration.

Today, a majority of APUS students are undergraduate-level students in addition to its graduate and certificate students.

APUS is exclusively an online institution of higher learning, designed to meet the needs of the military, military-affiliated, public service, and working adult students.

Many of these students 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 often must balance family and work demands.

Although APUS’s focus has broadened since its founding, it continues to have an emphasis on its relationship with the military community.

As of December 31, 2022, approximately 65% of APUS’s students self-reported that they served in the military on active-duty at the time of initial enrollment, and approximately 11% of APUS’s students self-reported that they are a military veteran.

Rasmussen University Segment, or RU Segment

• Rasmussen College, LLC, which is referred to in this Annual Report as Rasmussen University, or RU, provides nursing- and health sciences-focused postsecondary education to over 17,100 students at its 23 campuses in six states and online.

RU offers a comprehensive “ladder” of nursing degrees including a pre-licensure Diploma in Practical Nursing, or PN, an Associate Degree in Nursing, or ADN, and a Bachelor of Science in Nursing, or BSN, as well as the post-licensure RN to BSN, Master of Science in Nursing and Doctorate of Nurse Practice.

As of December 31, 2021, approximately 8,800 students were pursuing nursing degrees at RU, approximately 90% of whom are enrolled in RU’s pre-licensure degree programs.

RU is institutionally accredited by HLC with an Open Pathway designation, and several of its academic programs have programmatic accreditations granted by accrediting agencies that review specialized and professional programs in specific fields and disciplines.

The RU Segment reflects operations from the Closing Date through December 31, 2021.

We did not consolidate the financial results of the RU Segment prior to the Closing Date.

Hondros College of Nursing Segment, or HCN Segment

National Education Seminars, Inc., which is referred to in this Annual Report as Hondros College of Nursing, or HCN, provides nursing education to approximately 2,500 students at six campuses in Ohio, including a campus in Akron that opened in April 2021, a campus in Indianapolis, Indiana, and a campus in Detroit, Michigan expected to open in the Fall of 2022.

HCN serves the needs of local nursing and healthcare communities and addresses the persistent supply-demand gap for nurses that is evident nation-wide.

HCN offers a Diploma in Practical Nursing, or PN, an Associate Degree in Nursing, or ADN, and a Direct Entry ADN option that offers an accelerated graduation pathway for students who meet certain transfer , academic and entrance exam requirements.

The remainder of APUS’s students are other military or military-affiliated professionals (such as reservists or National Guard members), public service professionals (such as law enforcement personnel or other first responders), and other non-military students (such as working adult students and military spouses).

APUS is institutionally accredited by The Higher Learning Commission, or HLC, a regional accrediting agency recognized by the U.S.

Department of Education, or ED, with an Open Pathway designation, which affords institutions greater opportunity to pursue institutional improvement projects than the alternative Standard Pathway designation.

Most other higher education institutions accept APUS’s courses for transfer credit as a result of this accreditation.

Rasmussen University

RU provides nursing- and health sciences-focused postsecondary education to over 15,600 students at its 22 campuses in six states and online.

At the beginning of its 123-year history, RU focused on educating business students to prepare them for practical careers in bookkeeping, secretarial services, and accounting.

RU’s foundation of education that transforms lives created an inclusive institution built to serve those not typically served by traditional higher education.

While RU continues to

offer programs across a broad range of study including business, technology, and education, it launched its focus on healthcare education in 2006, and today offers a comprehensive “ladder” of nursing degrees, including pre-licensure PN and ADN degrees, post-licensure Bachelor of Science in Nursing, or BSN and RN to BSN degrees, Master of Science degrees in Nursing, Specialties and Nurse Practitioner, and a Doctorate of Nurse Practice.

RU is committed to innovation in program delivery.

For example, RU offers competency-based education, or CBE, helping to advance this learning approach where students learn by doing, manage their pace, and stay connected with faculty and peers.

Additionally, virtually every nursing program at RU incorporates online content alongside lab and clinical or classroom components.

As of December 31, 2022, approximately 7,600 students are pursuing nursing degrees at RU, over 90% of whom are enrolled in RU’s pre-licensure nursing degree programs, and approximately 8,000 students are enrolled in non-nursing programs.

RU is institutionally accredited by HLC with an Open Pathway designation and all of RU’s Nursing programs are programmatically accredited by specialty nursing accrediting bodies.

As with APUS, most other higher education institutions accept RU’s courses for transfer credit as a result of RU’s HLC accreditation.

APEI acquired RU on September 1, 2021, which we refer to as the Rasmussen Acquisition, adding what we believe is an attractive portfolio of programs to APEI, with a strong alignment around mission and culture.

Hondros College of Nursing

HCN provides nursing education to approximately 2,600 students across eight campuses in three contiguous Midwestern states with six campuses in Ohio, one campus in Indianapolis, Indiana, and one campus in suburban Detroit, Michigan, that opened in October 2022.

HCN offers pre-licensure nursing programs that are designed to prepare individuals for productive careers through both a PN Degree and an ADN Degree, and two Direct Entry ADN Degree options that offer an accelerated graduation pathway for students who meet certain transfer, academic, and entrance exam requirements.

HCN’s students principally receive on-campus instruction at one of HCN’s campuses and offer certain courses in a virtual setting for those that prefer remote course learning.

For the fiscal year ended December 31, 2022, approximately 60% of HCN students were enrolled in the PN program, while 40% were enrolled in the ADN program.

HCN is institutionally accredited by the Accrediting Bureau for Health Education Schools, or ABHES, a national accrediting agency recognized by ED.

Our consolidated revenue for the year ended December 31, 2021 increased 30.1% to $418.8 million from $321.8 million for the year ended December 31, 2020.

Net income for the year ended December 31, 2021 decreased to $17.8 million from $18.8 million for the year ended December 31, 2020.

Please refer to “Management’s Discussion and Analysis of Financial Condition and Results of Operations” in this Annual Report.

Financial information regarding each of our reporting segments, including information regarding segment revenue, net income, and total assets for each of the last three fiscal years, can be found in our Consolidated Financial Statements.

Additional financial information is reported in this Annual Report in “Management’s Discussion and Analysis of Financial Condition and Results of Operations,” and “Financial Statements and Supplementary Data.”

COVID-19 Pandemic

Throughout 2021, we continued to monitor the impact of the COVID-19 pandemic and adjust our operations as appropriate in light of state and federal guidance.

The COVID-19 pandemic did not materially impact our results of operations during the fiscal year ended December 31, 2021.

Any future impact on our operations remains uncertain.

We believe that the pandemic at times contributed to increased registrations and enrollments across our institutions during certain periods of 2020 and at other times contributed to decreased registrations and enrollments and increased deferrals at RU and HCN in 2021.

Based on trends that were developing as the pandemic began to abate prior to the omicron variant, we believe near-term demand for our programs could moderate further.

For more information on the impacts of COVID-19 on our business and related risks, please refer to the sections entitled “Risk Factors – Risks Related to the COVID-19 Pandemic” and “Management’s Discussion and Analysis of Financial Condition and Results of Operations” in this Annual Report.

Postsecondary Education Market Characteristics

Postsecondary institutions, and the credentials they grant, continue to play an important role in enabling social and economic mobility.

Occupations that require a postsecondary credential were projected by the U.S.

Bureau of Labor Statistics in 2021 to grow at a rate of 10% between 2020 and 2030, a much faster rate than the 6% projected for those that do not require a postsecondary education, and most of the fastest-growing occupations were projected to need postsecondary education.

The postsecondary education market in the United States is large (with close to 4,000 institutions), diverse in its business models, and fragmented such that no one institution has a significant market share.

HCN’s PN program is accredited by the National League for Nursing Commission for Nursing Education Accreditation, or NLN CNEA.

Graduate School USA

GSUSA, based in Washington, DC, is one of the largest providers of career learning to the federal government and public employee workforce.

We acquired substantially all of the assets of GSUSA on January 1, 2022, advancing our focus on delivering training that provides students with pathways to employment and career advancement.

GSUSA provides contract training to more than 100 federal government agency customers and through direct enrollment by federal, state, and municipal government employees, contractors, and non-government employees.

GSUSA provides career learning both in-person at its headquarters facility in Washington, D.C.

and at customer sites, as well as online.

GSUSA offers a catalog of more than 300 courses specializing in foundational and continuing professional development, as well as leadership training and practice management through its Center for Leadership and Management and Government Audit Training Institute.

GSUSA trained over 25,000 individuals in 2022.

GSUSA is accredited by the Accrediting Council for Continuing Education and Training, or ACCET.

We have three reportable segments:

the APUS Segment;

the RU Segment;

and the HCN Segment.

Unallocated corporate activity, eliminations, and GSUSA’s results are included in “Corporate and Other” in the Consolidated Financial Statements.

Financial information regarding each of our reportable segments is reported and discussed in this Annual Report in the sections entitled “Financial Statements and Supplementary Data” and “Management’s Discussion and Analysis of Financial Condition and Results of Operations”.

The following information for our segments is as of December 31, 2022.

2022 Developments and Future Financial Objectives

Acquisition Activity

We acquired GSUSA on January 1, 2022, advancing our focus on career learning that provides pathways to employment and career advancement, and began repositioning GSUSA and focusing it on a return to growth.

During 2022, we also continued work to integrate RU, which we acquired on September 1, 2021, including through certain restructuring activities.

Campus Expansions and Relocations

In October 2022, HCN opened a new campus in suburban Detroit.

The campus is now enrolling PN students from the Detroit area.

Additionally, effective in 2022, the Indiana State Board of Nursing approved an increase in the maximum enrollment at its Indianapolis campus to 200 students per calendar year as compared to 30 in 2021.

In July 2022, RU opened a consolidated RU Hennepin/Anoka campus in Minnesota by merging two existing campuses and relocating to a new space.

The campus offers over 55 career-focused programs across seven areas of study.

Insourcing of Marketing and Information Technology

RU has historically outsourced the vast majority of its information technology functions and marketing services through two contracts, one for each of marketing and information technology, with Collegis, LLC, or Collegis.

In October 2022, RU and Collegis mutually agreed to the termination of the marketing services contract effective January 31, 2023.

Outsourced information technology services under the Collegis information technology contract will continue through September 2024, when we intend to allow the contract to expire.

We have completed the transition of RU marketing in-house to our centralized marketing team and plan to transition all of the information technology services currently outsourced to Collegis back to our operations or to one or more other third-party vendors.

Executive Leadership Changes

We made several changes and additions to our executive leadership team in 2022 with strategic hires aimed at bolstering our ability to deliver improved student experience and outcomes, accelerating growth and transformation, building human capital capabilities, and moving both APUS and RU into the future.

New members of executive leadership team include a new Executive Vice President and Chief Experience Officer, a new Executive Vice President and Chief Information Officer, a new Senior Vice President and Chief Human Resources Officer, a new President of APUS, a new Acting President of RU, and a new Acting President for GSUSA.

In addition, in January 2023, we announced a new President of GSUSA.

Please refer to “Our Institutions and Our Operations – Information About our Executive Officers” below for additional information about our executive officers serving as of the date of this Annual Report.

Financial Highlights

On December 28, 2022, we issued $40.0 million of Series A Senior Preferred Stock, $0.01 par value per share, to affiliates of existing holders of our common stock.

In December 2022, we made prepayments totaling $65.0 million on our senior secured term loan facility, or the Term Loan.

As a result of this prepayment, we will not be required to make any quarterly principal payments until payment of the outstanding principal amount at maturity in September 2027.

Financial Objectives

We strive to build on the momentum created by our actions and achievements in fiscal 2022 and to continue to execute on our strategic plan.

Specifically, we are focused broadly on (i) achieving public market scale by growing the revenue of our enterprise organically and inorganically and (ii) delivering improved enterprise-wide operating margins.

Our Market and Competition

Market Characteristics

The overall U.S.

postsecondary education market is large, with approximately 4,500 institutions of higher learning, diverse in its business models, and fragmented such that no one institution has a significant market share.

Most postsecondary institutions, including for-profit postsecondary institutions, regardless of where they are located, how they are organized, or who they serve, face challenges, including:

• Enrollment Declines:

In the United States, student enrollment declined in the fall of 2021 by 2.7% at postsecondary institutions participating in the student financial aid programs authorized under Title IV of the HEA, or Title IV programs, as compared to the same period the previous year.

Student enrollment at four-year for-profit institutions decreased 9.3% in the fall of 2021 following a 5.3% increase in the fall of 2020.

• Affordability:

There is a continued focus on the cost of a college education and a resulting impact on access as well as on the high level of college student indebtedness.

Postsecondary institutions face questions from lawmakers, the media, potential students, and others about the quality of academic programs.

Additionally, postsecondary institutions may face additional questions in light of the impacts of the COVID-19 pandemic on postsecondary education and are often subject to accreditor requirements with respect to academic outcomes.

• Competition:

Competition exists from lower cost alternatives and from non-traditional competitors, such as those offering competency-based education, or CBE, programs, coding bootcamps, credentialing programs, micro-credentials, massive open online courses, corporate training, and other alternative educational paths that offer flexible and individualized programs.

Challenges exist regarding the ability to translate the value of a postsecondary education into economic mobility.

Postsecondary institutions must prepare students with relevant skills to work in new and rapidly changing industries, respond to technological change, and support employers in efforts to optimize and advance their workforce.

• Flexibility:

Postsecondary institutions must address the needs of students who are balancing education with other demands on their time.

• Technological Demands:

Rapidly evolving technology is transforming the education industry in ways that were unpredictable even at the beginning of 2020.

This transformation has been accelerated by the impacts of the COVID-19 pandemic, which has forced institutions, their employees and their students to adapt to widespread remote or hybrid learning and has challenged institutions in particular to do so effectively, efficiently and securely.

Opportunities

Opportunities for Active Duty Military and Veterans - APUS

With nearly 2.2 million active duty military and reservists, the U.S.

military community will continue to be an important market segment for online education.

Because of their particularly irregular schedules, frequent deployments, and access to tuition assistance funding, we believe service members will continue to seek respected universities that provide military-focused support services coupled with an online curriculum and flexible scheduling.

We believe service members are particularly interested in postsecondary credentials that offer both career advancement and preparation for employment outside of the military.

As part of their longstanding tradition, military leaders often encourage service members to use their earned education benefits, and to enhance their qualifications, for purposes of the military’s compensation, promotion, assignment, and performance systems.

The Department of Defense, or DoD, tuition assistance program, or TA, offers active duty, National Guard and Reserve Component service members a variety of education and financial aid options.

Additionally, veterans (and certain service members) are eligible for educational benefits from the Department of Veterans Affairs, or VA.

For more information, refer to “Our Institutions - Sources of Student Financing” and “Regulatory Environment - Student Financing Sources and Related Regulations/Requirements.”

military is demonstrating increased levels of support for credentials other than degrees.

Credentialing Opportunities On-Line, or COOL, is a program for each of the military branches and DoD civilians that links military occupations and experiences to civilian credentials (e.g., occupational certifications, licenses, and apprenticeships).

benefits vary by service, service members may be eligible for assistance in paying for certifications, including by prior payment (e.g., vouchers) or service member reimbursement.

Students must meet certain eligibility requirements in order to receive credentialing assistance, including in some cases service time, experience, and eligibility requirements for TA benefit programs.

The Army additionally offers an expanded credentialing program called the Army Credentialing Assistance Program, or CA.

CA is a program designed to support soldiers who wish to pursue civilian credentials, licenses, and certifications that may lead directly to a specific job, including in areas outside of a soldier’s Military Occupational Specialty, or MOS.

Through CA, soldiers can request funding for fees associated with qualifying programs listed on Army COOL.

APUS became an approved training provider for CA programs in October 2019, while CA was in an expanded user test, and Army-wide implementation of CA began in January 2020.

Students in the Army utilizing both TA and CA are subject to an annual combined cap on benefits of $4,000.

We believe other service branches may follow the Army’s example or pursue other approaches to enhancing support for credentialing, including, for example, the Coast Guard’s Credentialing Assistance Program.

We believe that military veterans represent another important addressable market for online education.

Census Bureau estimated that there were 1.5 million veterans aged 18 to 34 and another 4.0 million veterans aged 35 to 54 in 2019.

Of the 9.0 million veterans aged 18 to 64, approximately 77% were part of the labor force, but only approximately 29% had a bachelor’s degree or higher.

We believe that our military heritage, affordability, and online offerings are attractive to veterans in the pursuit of career advancement and employment outside of the military.

Elected and private-industry leaders are heavily promoting new policies and campaigns to facilitate the hiring of veterans, supporting a transition from military service to the workforce.

As these policies lower barriers to non-military jobs and facilitate veteran-owned businesses, online universities offer valuable educational opportunities for veterans regardless of where they live, work, or learn.

Opportunities for RU and HCN

On a national level, the expanding need for healthcare coupled with a nursing shortage is driving demand for nursing education.

Projected employment for registered nurses and licensed practical nurses is expected to grow by approximately 9% annually from 2020 to 2030, according to the U.S.

Bureau of Labor Statistics’ Occupational Outlook Handbook , 2020-21 Edition.

When factoring in the need to replace workers who transfer to different occupations or exit the labor force, such as to retire, the U.S.

Bureau of Labor Statistics projects over 194,000 openings for registered nurses each year through 2030.

Additionally, Registered Nurse was the fourth highest LinkedIn job post in the third quarter of 2021.

However, despite the anticipated growth in job opportunities, over 80,000 qualified applications nationwide were not accepted by entry-level baccalaureate and graduate nursing programs in 2019, primarily due to a shortage of clinical sites, faculty, and resource constraints, according to a 2020 report from the American Association of Colleges of Nursing.

These statistics suggest there is significant unmet demand from qualified students for nursing educational programs.

Opportunities for On-line and Training – APUS, RU, and GSUSA

More broadly, U.S.

employers are increasingly reporting significant gaps between required job skills and the current capabilities of their workforce.

Jobvite, a talent analytics platform, conducted a survey of recruiters and human resources professionals in 2021 in which 47% of respondents indicated that lack of skilled and qualified candidates was a continued hiring challenge.

Working adults also recognize the need to be lifelong learners.

In a joint Gallup and Amazon study from 2021, 57% of U.S.

workers polled indicated that they want to update their skills, and results also reflected an increasing desire by workers that employers fund their skills training.

As such, we believe a growing number of employers and professional associations will seek partnerships with academic institutions to advance the skills and productivity of their workforce through higher education and training programs.

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.

We believe our primary competitors include Arizona State University, University of Arizona Global Campus (formerly Ashford University), Capella University, Grand Canyon University, Liberty University, Penn State World Campus, Purdue Global, Southern New Hampshire University, Strayer University, University of Maryland Global Campus (formerly University of Maryland University College), University of Phoenix, and flagship and mid-size state universities offering degree programs online.

Additionally, we operate 30 on-ground nursing campuses in approximately 20 markets where we compete with a mix of local career colleges and two- and four-year colleges.

We believe the competitive factors in the U.S.

postsecondary education market include:

• quality of the academic program, including alignment to high growth sectors of the job market;

• demand for relevance and return on investment, as they must prepare students with relevant skills to work in new and rapidly changing industries, respond to technological change, and support employers in efforts to optimize and advance their workforce;

• focus on quality and affordability, including via questions from potential students, lawmakers, the media, and others about the quality and cost of postsecondary education and the impact of poor quality and high costs;

• changes in consumer demands as prospective students look to unbundle their education and pursue credentials outside of degrees;

• a continually changing regulatory environment;

• the prospect of enrollment declines, with overall fall 2022 enrollment down 0.7 percent as compared to fall 2021 and significantly below 2019 levels;

• rapid technological transformation, including through increasing demand for online offerings and the utilization of technology to enhance student learning.

In addition to the characteristics outlined above, the U.S.

postsecondary education market is characterized by intense competition.

Competitive factors include, among other things:

• the quality of the academic program and alignment to high growth jobs;

• affordability;

2 unchanged sentences

• frequency of course or program starts;

• experience of faculty members engaged in the practice of their fields;

• faculty experience;

• level of support for student success;

• career counseling and placement services;

• reputation among prospective students, employers, and other stakeholders;

• effectiveness of marketing efforts in attracting college-ready students;

• track record of strong compliance.

Due to the increase in online postsecondary offerings, which has accelerated as a result of the COVID-19 pandemic, coupled with continued postsecondary enrollment declines in the United States, we could face increased competition as fewer students pursue degree-based postsecondary education from a wider selection of online offerings.

Furthermore, we anticipate increased competition from campus-based postsecondary institutions as they continue to increase the number of online degree programs and develop more non-traditional programs for working adult students.

Increased competition for college-ready students has led to an increase in the cost of advertising in certain marketing channels.

Continued increases in the cost of advertising may adversely impact our ability to attract college-ready students and/or increase our student acquisition costs.

Moreover, institutions who charge higher tuition are generally in a position to make larger investments in marketing, specifically in student acquisition.

In recent years, other providers have started providing non-traditional, credit-bearing, and non-credit-bearing education programs without charge or at a low cost, including:

• institutions offering competency-based education, or CBE, programs, which permit students to control their own pace and progress in a program by demonstrating that they have achieved certain skills or knowledge rather than by earning credit hours;

• non-traditional competitors, such as entities providing coding bootcamps and micro-credentials;

• non-traditional competitors that are partnering with universities to offer new alternative educational paths.

• reputation;

• effectiveness in attracting college-ready students;

• compliance track record.

Institutions Serving Military Students

APUS has focused on serving the military community since its founding, and the community continues to be a primary source of APUS students.

Approximately 2,500 institutions serve military students through participation in Department of Defense, or DoD, tuition assistance programs, or TA, including APUS.

APUS’s primary competitors for military students are other institutions offering online instruction and colleges and universities offering on-campus instruction near military installations.

We believe that APUS will continue to see competition in the military community from both not-for-profit and for-profit schools, as well as from the Armed Forces themselves, including through distance learning programs.

For example, the Navy recently launched the U.S.

Naval Community College, a community college supporting naval education for enlisted service members.

As of November 2022, the U.S.

Naval Community College had enrolled approximately 1,700 service members since March 2020 in two pilot programs, and it plans to eventually achieve the capability to accommodate up to 5,000 students.

While a number of schools with which APUS competes are participating partners with the U.S.

Naval Community College, as a for-profit institution, APUS is not an eligible partner.

As traditional not-for-profit public and private schools advance online capabilities, we believe that they will also present increasing competition for APUS.

Nursing Programs

RU and HCN’s nursing programs are offered as campus-based programs in the geographic areas surrounding their campuses.

In the approximately 20 market areas where RU and HCN’s combined 30 on-ground nursing campuses are located, we compete with a mix of community colleges, public and private postsecondary institutions, and other career-focused nursing colleges offering similar pre-licensure nursing programs.

Because of the relatively local focus of these pre-licensure programs, our competitive environment is moderately fragmented and affected by various factors specific to the states and particular areas where campuses are located, including local supply and demand for nurses and nursing schools.

We are also continuing to focus on growing our post-licensure programs, for which the competitive environment is less fragmented and has larger competitors, including because RN to BSN and other post-licensure degrees are available online, as well as in traditional campus-based environments.

Other Public and Postsecondary Institutions

Within the broader 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.

Due to an increase in online postsecondary offerings, we could face increased competition as students pursue degree and credential-based postsecondary education from a wider selection of online offerings.

For example, we anticipate increased competition from campus-based postsecondary institutions as they continue to increase online degree programs and develop more non-traditional programs.

Most public institutions are aided by substantial government subsidies.

Public and private not-for-profit institutions benefit from government and foundation grants, tax-exempt status, tax-deductible contributions, and other financial resources not widely available to for-profit institutions.

Public and private not-for-profit institutions benefit from grants, tax-exemptions, contributions, and other financial resources not widely available to for-profit institutions.

Many public competitors also benefit from longstanding name recognition and are able to directly recruit students in a more cost-effective manner, especially in their local markets.

For more information on competition within the postsecondary education market, refer to “Risk Factors - Risks Related to Attracting and Retaining Students.”

Competition for APUS

APUS has focused on serving the military community since its founding as American Military University, or 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 TA 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 not-for-profit and for-profit schools as well as from the Armed Forces themselves.

For example, in March 2020, the Navy announced a new “Education Strategy for Seapower 2020” that is intended to be a new comprehensive education strategy.

As part of this strategy, the Navy, in cooperation with the U.S.

Marine Corps and the U.S.

Coast Guard, in January 2021 began piloting online courses for the new United States Naval Community College, a community college supporting naval education for enlisted service members, and plans to enroll as many as 5,500 students into targeted associate’s degree programs with partner colleges and universities in an expanded pilot phase that began in January 2022.

While a number of schools with which APUS competes

participate in this program, APUS is not an eligible partner.

The Armed Forces may also begin offering distance learning through their own institutions.

As traditional not-for-profit public and private schools advance their online capabilities, they will present increasing levels of competition for APUS.

At the same time, we believe for-profit schools will continue to market to students eligible for TA and VA education benefits in an attempt to comply with an ED regulatory requirement known as the 90/10 Rule (a rule that imposes sanctions on participating institutions that derive more than 90% of their total revenue on a cash accounting basis from Title IV programs as calculated under ED’s regulations).

This regulatory requirement and recent and certain proposed changes are described 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’.”

Competition for Our Nursing Programs - RU and HCN

RU and HCN’s nursing programs are offered as campus-based programs to residents in the geographic areas surrounding its campuses.

In these geographic areas, we compete with other schools offering similar programs, including for-profit and not-for-profit public and private colleges.

Because of the relatively local focus of these programs, our competitive environment is impacted by various factors that are specific not only to states where campuses are located but also to the particular areas where the campuses are located, including local supply and demand for nurses and nursing schools.

Competition for RU

RU is a post-secondary institution with 23 campuses in Florida, Illinois, Kansas, Minnesota, North Dakota, and Wisconsin and nationwide through its online programs and corporate training programs.

Beginning in 2017, RU began offering several competency-based programs that are well-suited to RU’s adult student base and in January 2021 launched its first doctoral degree, Doctor of Nursing Practice.

As of December 31, 2021, nursing programs comprised approximately 50% of RU’s total enrollment, with the majority of those students in first licensure programs, which are campus-based and serve residents in the geographic areas surrounding the campuses.

In these geographic areas, RU competes with other schools offering similar programs, including for-profit and not-for-profit public and private colleges.

Due to this local focus, RU’s competitive environment is impacted by various factors that are unique to each campus market, including local supply and demand dynamics for nurses and nursing schools.

In terms of the online programs that are offered in fields of study beyond nursing and select health sciences programs, RU competes 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.

Competition for HCN

Although HCN has shifted at times to online delivery of its courses and on-campus delivery of certain labs during the COVID-19 pandemic, programs for HCN are typically offered as campus-based programs to residents in the geographic areas surrounding its campuses.

In these geographic areas, HCN competes with other schools offering similar programs, including for-profit and not-for-profit public and private colleges.

Because of its relatively local focus, HCN’s competitive environment is impacted by various factors that are specific not only to Ohio and Indiana but also to the particular areas of Ohio and Indiana where HCN’s campuses are located, including local supply and demand dynamics for nurses and nursing schools.

Competitive Strengths

While many institutions are struggling to determine how to meet the needs of today’s students, our institutions have focused on consistently delivering high returns on student educational investment, serving the needs of the healthcare communities in which RU and HCN have campuses as well as busy military and non-military students who are often balancing work and other obligations with school and living expenses with the cost of education at APUS, and broadly serving the needs of working adults.

The sources of our institutions’ competitive strengths include:

• Affordable Tuition .

Affordable tuition has been a priority of APUS since its founding.

APUS’s low tuition rates mean that its students are not required to take on as much debt as they might at another institution.

The combined tuition and fees at APUS are generally less expensive for undergraduate and graduate students than the average in-state cost at a public university.

Comparably, APUS costs are about 30% less than the average in-state full-time undergraduate

tuition, fees, and books at public universities, according to the final 2018-2019 institutional data reported to the U.S.

Department of Education through The Integrated Postsecondary Education Data System.

Today, tuition at APUS also remains among the lowest in the four-year for-profit sector.

To support APUS’s active duty military students using TA, APUS provides an APUS-funded tuition grant so that undergraduate and master’s students who are eligible for TA benefits and their spouses and dependents have a net tuition of $250 per credit hour, which is the same amount as covered by TA and when combined with the APUS funded book grant means that active duty military utilizing TA may attain a degree at APUS for no out-of-pocket cost.

APUS’s low tuition and fees, in combination with APUS-funded tuition grants and book grant provided to all undergraduate students, and beginning in January 2020, active-duty military students and their spouses and dependents at the master’s level, result in significant savings for students.

Since 2001, APUS has provided approximately $148 million in books and materials savings to students from its APUS-funded book grant.

Tuition and fees at RU and HCN are also designed to be affordable and competitive with those of similar institutions offering the same level of flexibility, accessibility, and student experience.

At RU, students can lower their total cost of attendance through self-directed assessments, which provide savings by permitting students who demonstrate proficiency in a subject to test out of courses.

Self-directed assessments, when available, may be attempted for a prepaid fee, which was increased in January 2022 from $99 per assessment to roughly $149 per assessment.

In 2020, RU students earned more than 20,000 credits through self-directed assessments and saved more than $5.2 million in tuition.

We believe that, given broad concerns about rising tuition and student loan debt in higher education, there are opportunities to create awareness and attract college-ready students with the primary message of affordability, value, and higher education return on investment for our customers, or HEROIC TM .

• Relevant and Quality Offerings Aligned with Student and Employer Demands:

Our institutions offer programs aligned to jobs that Bureau of Labor Statistics data and non-governmental organizations have indicated are areas of high growth in the job market.

Our institutions are also committed to continually assessing and enhancing our academic programs and our student services to offer a high-quality education and facilitate successful outcomes for our students and graduates that align with employer needs.

The depth and breadth of APUS’s program offerings are designed to effectively address the diverse needs of students who enter into education programs with vastly different educational and career backgrounds and goals.

APUS offers healthcare, technology, business, cybersecurity, and health information management programs, as well as a liberal arts curriculum that supports the development of critical thinking and soft skills in demand by employers.

APUS also utilizes Industry Advisory Councils to evaluate its current curriculum and inform the career relevance of programs and degrees, which facilitates efforts to connect APUS’s curriculum to the industries and the students it serves and to deliver a high-quality academic product.

Approximately 63% of APUS’s full-time faculty have a terminal degree in their field of study.

RU and HCN focus on educational relevance and excellence by hiring experienced nurses and other industry professionals as faculty members while enhancing student services to assist students with courses, labs, and clinical offerings.

RU seeks faculty members who have demonstrated experience in their respective field of study.

All faculty members who teach in RU’s programs have experience in their applicable program, which we believe helps RU students graduate with the skills needed to be effective in their designated field.

Similarly, HCN’s faculty includes individuals with research experience and specialized nursing credentials.

HCN has invested in an innovative concept-based curriculum and simulation labs to enhance the student learning experience and improve student success.

As pre-licensure educators, RU and HCN create new nurses to meet the significant imbalance of supply and demand that exists for nurses.

• Military Market Leader:

APUS traces its roots to AMU, which was founded in 1991 as a distance-learning, graduate-level institution for military officers seeking an advanced degree in military studies.

Today, APUS is a market leader among active duty military professionals and veterans.

APUS is the top provider of education for the U.S.

military and veterans, based on the fiscal 2019 TA and VA recipient student enrollment data, as reported by Military Times.

As of December 31, 2021, approximately 63% of APUS’s students self-reported that they served in the military on active duty at the time of initial enrollment, and approximately 12% of APUS’s students self-reported that they are a military veteran.

• Pre-licensure Nursing Footprint provides Competitive Moat:

Both RU and HCN are primarily focused on “creating new nurses” by preparing and training nursing students to enter the nursing profession as licensed nurses as opposed to furthering the credentials of already-licensed nurses.

Many private institutions are able to make larger investments in marketing, including because they charge higher tuition.

Non-Traditional Competition

We also face competition from competing schools and others providing non-traditional education programs, often without charge or at low costs, including:

• institutions offering competency-based education, or CBE, programs and single course or course packages aimed at credentialing outcomes rather than degree outcomes;

• corporate training and other companies partnering with universities or the federal government to offer alternative educational paths for students and the federal government workforce, respectively;

• entities providing coding bootcamps or micro-credentials;

• non-degree granting institutions such as massive online course, or MOOC, providers.

We believe that our institutions will continue to face new competition from non-traditional programs.

For more information on competition within the postsecondary education market in which we compete, refer to “Risk Factors – Risks Related to Attracting and Retaining Students”.

Our Opportunities and Strengths

Our Opportunities

Active-Duty Military and Veterans

military community will continue to be an important market segment for online education.

We believe service members will continue to seek respected universities that provide military-focused support services coupled with an online curriculum and flexible scheduling.

We believe service members are particularly interested in postsecondary credentials that offer both career advancement within the military and preparation for employment outside of the military.

military is demonstrating increased levels of support for credentials other than degrees.

For example, Credentialing Opportunities On-Line, or COOL, is a program for each of the military branches and DoD civilians that links military occupations and experiences to civilian credentials ( e.g.

, occupational certifications, licenses, and apprenticeships).

The Army also offers an expanded credentialing program called the Army Credentialing Assistance Program, or Army CA, which is designed to support soldiers who wish to pursue civilian credentials, licenses, and certifications that may lead directly to a specific job.

APUS is an approved training provider for Army CA.

Service members using these programs may be eligible for assistance in paying for credentials, licenses, and certifications.

Although utilization of our CA programs to date has been limited, we believe other service branches may follow the Army’s example or pursue other approaches to enhancing support for credentialing, including, for example, the Coast Guard’s CA Program, which has an annual combined cap on benefits higher than that of the Army.

There are currently approximately 400 approved Army CA providers, none of which we believe have material market share.

We believe that military veterans represent another important addressable market for online education.

Census Bureau estimates that in 2022 there were approximately 1.7 million veterans aged 18 to 34 and 4.6 million veterans aged 35 to 54.

We believe that our military heritage, affordability, and online offerings are attractive to veterans.

New policies and campaigns to facilitate the hiring of veterans may lower barriers to non-military jobs and facilitate veteran-owned businesses.

As these policies and campaigns lower barriers to non-military jobs and facilitate veteran-owned businesses, we believe online universities offer valuable educational opportunities for veterans regardless of where they live, work, or learn.

The expanding need for healthcare coupled with a nursing shortage is driving significant demand for nursing education.

Projected employment for both registered nurses and licensed practical nurses is expected to grow by approximately 6% annually from 2021 to 2031, according to the U.S.

Bureau of Labor Statistics’ Occupational Outlook Handbook.

When factoring in the need to replace workers who transfer to different occupations or exit the labor force, such as to retire, the U.S.

Bureau of Labor Statistics projects more than 260,000 openings each year for registered nurses (203,200) and practical nurses (58,800) through 2031.

There is significant unmet demand from qualified students for nursing educational programs.

Despite anticipated job opportunity growth, qualified applicants are not always accepted by nursing programs, primarily due to program selectivity, a shortage of clinical sites, faculty, and resource constraints.

However, given the state and regulatory approvals necessary, investment in campuses, specialized programmatic knowledge and related accreditations, clinical placement requirements, time to receive approval to grow enrollments, and various standards that nursing schools must meet, we believe there are challenges for new entrants to nursing education.

We also believe we may distinguish ourselves from our competitors by developing direct partnerships with healthcare providers as they become more involved in educating and training their future workforces, of which nurses are the largest segment.

Career Learning

employers are increasingly reporting significant gaps between required skills and the capabilities of their workforce.

Working adults also recognize the need to be lifelong learners.

We believe employers and professional associations will seek partnerships with academic institutions to advance the skills and productivity of their workforce through higher education and career learning programs, which we see as an opportunity, particularly for APUS, RU, and GSUSA.

We also believe that there is an opportunity to expand the APU brand more broadly to attract students beyond its historical constituency.

Our Competitive Strengths

Return on Educational Investment and Affordability

Our institutions are committed to continually assessing and enhancing our academic programs and student services to offer a high-quality education and facilitate successful outcomes for our students and graduates that align with employer needs.

In addition, as described in “Our Institutions and Operations – Human Capital” below, our institutions focus on excellence by hiring experienced faculty and continuing to develop their capabilities.

Providing affordable degree and certificate programs is an important element of our competitive strategy.

The combined tuition and fees at APUS are generally less than the average in-state cost at a public university.

APUS’s low tuition and fees, in combination with APUS-funded tuition grants and book grants provided to all undergraduate students, and active-duty military students and their spouses and dependents at the master’s level, result in significant savings and mean that APUS students are not required to take on as much debt as they might at another institution.

APUS’s generous transfer credit policy, and use of open educational resources, further reduce a student’s out-of-pocket costs.

Tuition and fees at RU and HCN are also designed to be affordable and competitive when compared with those of similar institutions offering the same level of flexibility, accessibility, and student experience.

RU students may also lower their total cost of attendance through self-directed assessments, which provide savings by permitting students who demonstrate proficiency in a subject to test out of courses.

Similarly, HCN students may apply performance-based grants and needs-based grants toward the balance of their tuition.

Please refer to “Our Institutions and Operations – Our Institutions – Affordability and Cost of Attendance” below.

We believe that, given broad concerns about rising tuition and student loan debt in higher education, there are opportunities to create awareness and attract college-ready students with the primary message of affordability and value, in order to help achieve a Higher Education Return on Investment for our Customers, or HEROIC TM .

Relevant Offerings Aligned with Demand

Our institutions offer programs aligned to jobs that U.S.

Bureau of Labor Statistics data and non-governmental organizations have indicated as high growth areas.

Our institutions are also committed to continually assessing and enhancing our academic programs and student services to offer a high-quality education and facilitate successful outcomes for our students and graduates that align with employer needs.

The depth and breadth of APUS’s and RU’s non-nursing program offerings are designed to effectively address the diverse needs of students who enter into education programs with vastly different educational and career backgrounds and goals.

APUS also utilizes Industry Advisory Councils to evaluate its current curriculum and determine the career relevance of programs and degrees, which facilitate efforts to connect APUS’s curriculum to the industries and the students it serves and to deliver a high-quality academic product.

RU and HCN, meanwhile, create new nurses to meet the significant imbalance of supply and demand that exists for nurses by preparing and training nursing students to enter the nursing profession as licensed nurses.

Flexible Program Offerings

Our institutions offer flexible learning modalities to meet the needs of busy working adults.

APUS offers online delivery with monthly starts and academic support offerings are individualized to students’ needs, while RU offers CBE programs, a blend of online and in person courses for their nursing and other healthcare-related programs, and flexible start dates and online courses for other programs.

HCN offers programs that accommodate working adults by offering blended online and in-person courses for the PN and ADN programs, as well as daytime and evening/weekend options.

GSUSA offers virtual and in-person instructor-led, blended, and on demand online courses to accommodate the need for immediate application-specific training.

Market Leadership

Our status as a market leader in key areas we serve means that we operate from a position of strength.

APUS is the number one educator of active-duty military and of veterans.

Since its founding, APUS has broadened its focus to include other military communities, veterans, and public service and service-minded communities, with a focus on a broad purpose of “educating those who serve.” As of December 31, 2022, approximately 65% of APUS’s students self-reported that they served in the military on active-duty at the time of initial enrollment, and approximately 11% of APUS’s students self-reported that they are a military veteran.

We are also the largest educator of ADN and PN pre-licensure nurses in the United States.

RU has more than 7,600 nursing students at its 22 campuses across six states and online with over 90% of those students pursuing a pre-licensure PN Degree, ADN Degree, or post-licensure BSN.

RU enrolls the largest number of ADN students in the United States and, together with HCN’s nearly 2,600 nursing students, we have the largest population of PN and ADN students in the country.

Finally, we are one of the largest providers of training to the federal and public employee workforces through GSUSA with its extensive portfolio of government agency customers and directly enrolled federal government employees.

Expansive Nursing Footprint

Our institutions train nurses online and at 30 campuses across nine states and also offer online programs.

Given the state and regulatory approvals necessary, the investment in physical campus facilities, the specialized programmatic knowledge and related accreditations, clinical placement requirements, the time to receive approval to grow nursing enrollments and various standards that nursing schools must meet, we believe nursing education – and in particular first or pre-licensure nursing education – provides us with opportunities to distinguish ourselves from our competitors.

• Flexible Delivery / Frequent Entry Points / Focused on Adult Learners.

APUS offers online delivery with monthly starts, giving students the opportunity to begin their studies at a time that works for them.

Our academic support offerings, from advising and mentoring to library services and career planning, are individualized to students’ needs, designed to support them at each step of their education journey in a format that works best for them.

Because students are located worldwide, APUS provides asynchronous, interactive education to students that fits their busy lives.

RU offers flexible start dates and online courses for their programs and a blend of online and in person courses for their nursing and other health care related programs.

RU also offers CBE programs, which permit students to control their own pace and progress in a program by demonstrating that they have achieved certain skills or knowledge rather than by earning credit hours.

HCN offers programs that accommodate working adults by offering blended online and in-person courses for the PN and ADN Programs, as well as daytime and evening/weekend options at convenient campus locations.

APEI, through its subsidiary institutions, is focused on providing a Higher Education Return on Investment for our Customers.

We call this HEROIC TM to reflect not only the value proposition that we make to our prospective and enrolled students but also to recognize the importance of the real “heroes” in the primary student segments that we serve – individuals who serve the country and society at large.

Our heritage is one of “educating those who serve” including military and veterans, public service communities like police, firefighters, first responders, nurses, teachers, public health workers, and those who serve the country in fields like homeland security, intelligence, cybersecurity, information technology, and related fields.

Since September 2019, we have been in the process of resetting and re-positioning the Company for growth.

This first phase of the reset and re-positioning focused on stabilizing and returning the core businesses to growth, as well as identifying APEI’s path forward.

We believe results in 2021 reflected strong progress towards these goals, as student enrollments grew 28% at HCN, which we believe reflects not just the secular demand for nursing, but improvements in processes, outcomes, and offerings that HCN has implemented, and we closed the Rasmussen Acquisition.

At APUS, in 2021, we continued to make investments in technology to improve the student experience and to allocate additional marketing resources to focus on students for whom we believe our value proposition is highly attractive.

As we transform the enterprise to focus on sustainable growth, we are also transforming how we think about and define high quality outcomes.

As an enterprise that predominantly serves working and/or adult learners, our students are intensely focused on initial job attainment or progression and advancement in a current career path, and we are focused on providing skills and training that can help facilitate that path to employment or advancement for our students.

• As part of this phase of our transformation for growth, our strategy is organized around areas where we believe we have “the right to win.” This means that we will continue to focus on being the top educator to active-duty military and veterans and to pre-licensure nurses.

• APUS, through AMU, enjoys strong brand recognition with the veterans’ community, and we plan to make our unique value proposition more widely known and accessible to the veterans and military-affiliated communities.

• At RU and HCN, we believe we are well positioned to serve society’s enduring and growing need for nurses.

We are focused on expanding the nursing opportunities at RU and HCN through both geographic campus expansion of our national nursing platform as well as the expansion of our programs and course offerings.

Consistent with the themes of HEROIC TM , “educating those who serve”, and being deliberate about where we can win in the marketplace, during 2021 we focused on nursing education, with an emphasis on pre-licensure programs.

Pre-licensure

nursing education today is estimated to be approximately 50% of the total nursing education market and is expected to grow at a compounded annual growth rate of approximately 25% over the next four years as reported in Technavio Nursing Education Report 2020.

This focus led to our acquisition of RU.

With the acquisition of RU, we believe APEI is the largest pre-licensure national nursing platform in the United States.

RU has over 8,800 nursing students at its 23 campuses across six states and online with over 90% of those students pursuing a pre-licensure nursing degree at the PN, ADN, or BSN (Bachelor of Science, Nursing) level.

RU enrolls the largest number of ADN students in the United States and, together with HCN’s nearly 2,500 nursing students, we have what we believe is the largest population of PN and ADN students in the country.

Collectively, following the closing of the Rasmussen Acquisition and assuming the opening of a new RU campus in Dallas, Texas and a new HCN campus in Detroit, Michigan, our nursing footprint will cover 32 campuses across ten states.

We believe that our collective scale, our programmatic and educational expertise, and our regulatory understanding positions us well to serve society and the medical system needs for nurses.

We expect to continue to focus on education that provide real skills and provide pathways to employment and career advancement in identifiable jobs.

To support growth in our existing businesses and to diversify our business model, we plan to continue to assess and pursue strategic investments and acquisitions.

Our investment and acquisition strategy includes a focus on investing in nursing and healthcare education, such as with the Rasmussen Acquisition, as well as investing in companies that bridge postsecondary education to employment, such as with the GSUSA acquisition, to improve economic mobility for adult learners, in particular those in the military, national security and public service communities, through a combination of educational offerings and workforce-related solutions

Seasonality and Quarterly Fluctuations

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 revenue and operating results normally fluctuate as a result of seasonal or other variations in our enrollments.

Historically, across our institutions, our enrollments are higher in the fall term when students traditionally start their education.

Our student population also 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 these factors.

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.apei.com.

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.

Information on or available through our website is not incorporated by reference in this Annual Report, and any reference to our website is intended to be an inactive textual reference only.

In addition, we believe we are one of the only educators with a full “ladder” of nursing curriculum from PN to Doctoral degree.

Our Business Strategy and Goals

Win with Service-Minded Students

At our core is a recognition of the importance of individuals who serve the country and society at large.

We aim to deliver on our vision of education that transforms lives, advances careers, and improves communities by “educating those who serve.” Our institutions are purpose-built to educate the service-minded student by offering programs designed to prepare individuals for contributions to their profession and society and to provide opportunities to advance students in their current professions or help them prepare for their next career.

We seek to offer curriculum in bundles that resonate with service-minded students.

We expect to continue to focus on education that provides real skills and pathways to employment and career advancement in fields that align with demand.

We aim to deliver differentiated, memorable learner experiences across the entire student journey.

Deliver a Return on Higher Education Investment

We seek to maximize a student’s return on their educational investment.

We believe learners are looking for a practical solution that provides value in return for their educational investment and that fits their lifestyle and values.

We believe there are opportunities to create awareness and attract college-ready students with the primary message of affordability and value.

Grow a National Nursing Platform

We are focused on expanding nursing opportunities through geographic campus expansion and the expansion of our programs and course offerings.

This focus includes expansion of our post-licensure enrollments, particularly at RU where key post-licensure programs have already been established and are primarily delivered online, which represents an opportunity for our alumni and other already-licensed nurses to advance their nursing careers.

We also seek to enhance provider partnerships to act as a catalyst for enrollment growth and defray student costs.

We intend to continue to seek opportunities for both organic and inorganic growth, including by exploring acquisitions of other nursing schools.

Build a Career Learning Platform

We believe that our institutions provide us with a foundation from which we can build a career learning platform.

We intend to expand GSUSA into new domains and models.

We seek to grow and expand nursing provider partnerships such as the one HCN entered into in the fourth quarter of 2022 with a large national healthcare provider to provide tuition sponsorship in

exchange for a work commitment.

Among our institutions’ offerings are certificate programs, credentialing, and CBE programs.

Transform the Company to Achieve Sustainable Growth

We aim to increase our public market scale by growing the revenue and expanding operating margins of the enterprise organically and inorganically.

We intend to develop capabilities to drive organic growth and plan to continue to assess and pursue strategic investments and acquisitions and integrate and grow them for inorganic growth.

Our strategy is organized around areas where we believe we have “the right to win.” For example, we will continue to focus on being the top educator for active-duty military and veterans and pre-licensure nurses.

We also aim to deliver improved enterprise-wide operating margins by continuing to exercise financial discipline and taking steps such as our efforts focused on realigning our organizational structure, eliminating redundancies, and optimizing certain functions.

Optimize Our Cost Structure Through the Shared Services Model

We aim to drive better, faster, more cost effective, responsible, scalable results for our institutions by delivering shared services to them, as noted in “Our Institutions and Operations” below.

We believe that the shared services model promotes the efficient use of resources.

OUR INSTITUTIONS AND OPERATIONS

We provide postsecondary education through three educational institutions of higher learning:

APUS, RU, and HCN.

We also provide career learning to the federal government workforce through GSUSA.

Each institution is primarily responsible for its own academic mission, while APEI performs certain business functions on a shared basis for the benefit of APUS, RU, HCN, and GSUSA, with the capability to further expand these shared services to these entities.

We believe that the shared services model promotes the efficient use of resources.

Our Institutions

We provide postsecondary education through three educational institutions of higher learning, APUS, RU, and HCN.

Our institutions are licensed or otherwise authorized by state authorities to offer postsecondary education programs to the extent the institutions believe such licenses or authorizations are required, and are certified by the U.S.

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.

We also provide training to the federal government workforce through GSUSA

APEI performs certain business functions, including human resources, marketing, product management, legal services, finance, facilities services, information technology, financial aid processing, digitization of course materials, career services, and strategic analytics and research on a shared basis for the benefit of APUS, RU, and in some cases HCN, with the capability to expand these shared services to other entities in the future.

We believe that the shared services model promotes the efficient use of resources, allowing our institutions to continue to focus on meeting applicable accreditation standards and maintaining control over the academic and core operational functions necessary to the functioning of an institution of higher learning.

We implemented this model for RU following the completion of the Rasmussen Acquisition.

American Public University System

APUS is based in Charles Town, West Virginia and has institutional accreditation from HLC, a regional accrediting agency, with a newly awarded Open Pathway designation.

As mentioned in “Competitive Strengths” above, APUS traces its

roots to AMU, which was founded in 1991 as a distance-learning, graduate-level institution for military officers seeking an advanced degree in military studies.

APUS has broadened its focus to include other military communities, veterans, and public service and public service-minded communities with a focus on educating those who serve.

In 2002, APUS was organized into a university system with two components:

AMU is focused on educating students from the military, national security, military-affiliated and service communities.

APU is focused on educating career-focused working adults with an emphasis on educating professionals working in service-related communities.

APUS is an online institution of higher learning, which we believe is well-suited to its students, especially its military, public service and working adult students, many of whom 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, must balance family and work demands or are single parents with limited financial resources.

Many APUS students have significant prior education and career experiences;

89% are working adults and the average age of APUS students is 32.

APUS is designed to serve those students with tailored offerings to support them in successfully reaching their individual goals.

Although APUS’s focus has broadened, it continues to have an emphasis on its relationship with the military community.

The remainder of APUS’s students are military-affiliated professionals (such as veterans, reservists, or National Guard members), public service professionals (such as law enforcement personnel or other first responders), and other civilians (such as military spouses and working adult students).

Curriculum and Scheduling

APUS offers 130 degree programs and 111 certificate programs.

Over 1,700 distinct courses are available in either eight- or sixteen-week formats.

Most academic terms begin on the first Monday of each month.

APUS’s programs are as follows:

Programs and Areas of Study

We offer a total of 184 degree programs, 138 certificate programs, and four diploma programs, through our institutions.

We offer programs across a broad range of fields of study, including public service-focused fields such as nursing, national security, military studies, intelligence, and homeland security, as well as traditional academic fields such as business, health science, information technology, justice studies, education, and liberal arts.

In addition, through GSUSA, our offerings also include career learning opportunities in leadership, finance, human resources, and other fields of study critical to the federal government workforce.

Programs Number

3 unchanged sentences

Associate Degrees 30

Doctoral Degrees 1

Master’s Degrees 6

Bachelor’s Degrees 19

Associate Degrees 21

Associate Degrees 1

Total Degree Programs:

Certificates Number

Undergraduate 57

Total Certificates:

TOTAL PROGRAMS AND CERTIFICATES 241

APUS’s certificate programs generally require a minimum of 18 credit hours and focus on a particular component of a broader degree program.

Students may earn either discrete certificates or certificates in combination with work toward a degree program.

In addition, APUS has several offerings that we refer to as “NanoCerts” that are comprised of three academic courses in a related area of interest.

Like a microcredential, a NanoCert allows students to pursue a course of study without having to commit to a degree or certificate program.

For a full list of our degree and certificate programs, please see catalog.apus.edu.

Information on or available through our website is not incorporated by reference in this Annual Report, and any references to our website are intended to be inactive textual references only.

For the fiscal year ended December 31, 2021, 25% of APUS students were enrolled in business programs, 22% in security and global studies programs, and 23% in arts and humanities programs, with the remainder of students in science, technology, education and math, and health sciences programs.

During that period, 57% of students were enrolled in a bachelor’s degree program, 18% in an associate degree program, 16% in a master’s degree program, and 8% in certificate or other programs.

Student Recruitment and Marketing

APUS’s relationship-based marketing strategy focuses on building long-term, mutually beneficial relationships with organizations and individuals in the military, military-affiliated, and public service communities.

We rely on outreach teams, which serve these communities and foster long-standing relationships, as the core of this strategy.

We believe APUS’s reputation as a trusted educator positions APUS as a respected institution among certain federal and public service sector employers.

These relationships, as well as APUS’s student and alumni networks, also cultivate personal referrals.

We believe that this relationship-based marketing approach enables APUS to achieve lower student acquisition costs than otherwise would be achieved if it focused more heavily on traditional media advertising.

APUS supplements relationship-based marketing with multichannel, data-driven marketing campaigns to create greater brand awareness, particularly focused on academically prepared potential students outside the military, military-affiliated, and service communities.

In these campaigns, APUS utilizes, among other marketing channels, digital marketing channels such as organic and paid search, APUS owned and external content and social marketing communities, linear and digital TV advertising, radio advertising, and print advertising.

Increased competition in paid marketing channels has resulted in higher advertising costs in certain marketing channels and could lead to increased student acquisition costs.

To better manage costs and focus marketing efforts on prospective student audiences most likely to matriculate and succeed, APUS utilizes tools to provide new insights connecting individual student performance data with third-party audience insights and the marketing touch points that attracted them.

APUS is using these insights and other highly personalized approaches to improve future decisions with respect to marketing mix allocation, audience targeting, new initiatives, relevant messaging, and creative decisions, as well as to more effectively and deeply leverage platform tools that support scalable advertising development, delivery, and testing.

APUS also provides more than 200 partner organizations with a range of services to maximize strategic workforce development goals, including dedicated client services, admissions support, custom program webpages, direct payment options for eligible institutions, and tuition grants.

APUS has a long-standing commitment to affordability.

Comparably, APUS costs are about 30% less than the average in-state full-time undergraduate tuition, fees, and books at public universities, according to the final 2018-2019 institutional data reported to the U.S.

Department of Education through The Integrated Postsecondary Education Data System.

Undergraduate full-time tuition, fees, and average book costs are based on a course load of 24 credit hours per year.

APUS’s tuition changed effective January 1, 2020, as discussed below.

Based on data obtained from digital research and direct audience insights, we believe that APUS’s affordability and value proposition is highly attractive to purpose-driven adult learners who seek affordable, accessible education offerings that are aligned with in-demand fields where they can make a difference.

In 2020, we launched a new marketing campaign focusing on affordability and higher education return on investment for our customers, or HEROIC TM .

We believe our commitment to affordability, particularly compared to that of other four-year public and private institutions, strongly resonates given this audience’s deep concern for saving money and their reluctance to take on debt.

Learners are looking for a practical solution that provides a return for their educational investment and fits their lifestyle and values.

APUS has been recognized among education providers in this respect and ranked in the top 10% for return on investment for colleges and universities nationwide, according to the Georgetown University Center on Education and the Workforce 2022 report, “ Ranking 4,500 Colleges by ROI” based on the 40-year net present value for completers who received federal financial aid.

APUS continues to work to enhance the student learning experience to attract students who are more likely to persist and succeed in its programs and will continue to work to identify and implement changes and initiatives in an effort to more effectively attract and enroll more college-ready students on average.

These initiatives may include updates to admissions standards, which may have an adverse effect on APUS’s enrollment and our financial condition.

For additional information on the risk factors associated with these initiatives and the APUS admissions process please refer to “Risk Factors - Risks Related to Our Business.”

Student Body and Enrollment

The student body of APUS consists of approximately 88,800 enrolled students, most of whom hold full-time employment.

Total Diplomas:

Total Programs, Certificates, and Diplomas 326

General Academics

APUS offers 136 degree programs and 115 certificate programs.

More than 1,800 distinct courses are available in either eight- or sixteen-week formats.

Most APUS academic terms begin on the first Monday of each month.

APUS’ certificate programs generally require a minimum of 18 credit hours and focus on a particular component of a broader degree program.

Among those programs are 16 undergraduate and 16 graduate NanoCerts programs, focused programs comprised of three academic courses in a related area of interest that provide skills necessary for career or professional development and result in a micro credential.

RU offers over 60 programs across six schools of study in addition to nursing.

RU offers more than 800 distinct courses in 5.5 or 11-week formats with terms beginning in January, April, July, and October of each year.

RU offers a comprehensive “ladder” of nursing degrees including a pre-licensure Diploma in PN, an ADN, and a BSN, as well as the post-licensure RN to BSN, Master of Science in Nursing and Doctorate of Nurse Practice.

In addition, RU also offers a post-graduate nursing certificate.

HCN offers on-campus instruction leading to a Diploma in PN and an ADN, as well as a Direct Entry ADN option that offers an accelerated graduation pathway for students who meet certain transfer, academic and entrance exam requirements.

Portions of the programs are taught online.

Academic terms for HCN’s PN and ADN programs begin four times each year, with courses starting in January, April, July, and October.

Graduates of RU and HCN’s PN and ADN programs are eligible to seek licensure after passing the applicable National Council Licensure Examination, or NCLEX, exams.

Government Training

GSUSA offers professional development and training courses for federal government agencies and the federal government workforce, serving organizations and individuals with programs designed to support organizational missions, career and occupational development, and the personal ambitions of adult learners.

GSUSA’s offerings include more than 300 courses across 14 program areas.

Overall, our institutions have approximately 107,100 students enrolled online and at 30 campuses across nine states, with enrollment calculated differently depending on the institution.

In addition, GSUSA trained over 25,000 individuals in 2022.

The student body of APUS consists of approximately 88,900 enrolled students, most of whom are employed full-time.

Student enrollment is defined as the number of unique active students, including those who take an approved leave of absence, who are currently attending a course or have completed at least one course within the last 12 months.

APUS is focused on executing initiatives that will more effectively support its students and help improve those students’ educational outcomes, including through faculty engagement initiatives and co-curricular initiatives to increase the

level of engagement and collaboration in the classroom and strengthen the bond between APUS and its students.

Improved engagement is an important element in APUS’s goal of retaining qualified students.

Many APUS students have significant prior education and career experiences;

90% are working adults and the average age of APUS students is 31.

APUS is designed to serve those adult learners with tailored offerings to support them in successfully reaching their individual goals.

RU provides education to approximately 15,600 enrolled students.

Student enrollment is defined as the number of unique active students, including those who take an approved leave of absence.

RU offers programs across a broad range of fields of study, but recent years have seen an increased focus on healthcare, specifically nursing education.

At RU, 75% of students are over the age of 25 and 86% are female.

As of December 31, 2022, approximately 7,600 students are pursuing nursing degrees at RU, over 90% of whom are enrolled in RU’s pre-licensure degree programs.

HCN provides nursing education to approximately 2,600 students at six campuses in Ohio, one campus in Indianapolis, and one in suburban Detroit.

The average HCN student is approximately 32 years old and 93% of HCN students are female.

Accreditation

APUS has institutional accreditation from HLC, a regional institutional accrediting agency recognized by ED.

The status and meaning of this accreditation is described more fully below in “Regulatory Environment - Accreditation.” In August 2021, HLC granted APUS re-accreditation, with the next reaffirmation of accreditation scheduled for 2030-2031.

As part of the process, APUS was awarded the Open Pathway designation, which affords institutions greater opportunity to pursue institutional improvement projects than the previous Standard Pathway designation.

In addition to institutional accreditation by HLC, certain programs offered by APUS have received specialized accreditation.

For example, the Accreditation Council for Business Schools and Programs, or ACBSP, generally accredits 21 different business-focused academic programs offered by APUS and accredits two APUS accounting programs under a specialized accounting accreditation.

Our institutions have institutional accreditation and their programs often have programmatic or specialized 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.

Students and sponsors of tuition reimbursement programs look to accreditation for quality assurance, and employers rely on institutions’ accredited status when evaluating a candidate’s credentials.

APUS and RU have institutional accreditation from HLC with an Open Pathway designation, which affords institutions greater opportunity to pursue institutional improvement projects than the alternative Standard Pathway designation.

HCN is institutionally accredited by ABHES.

GSUSA is accredited by ACCET.

In addition to institutional accreditation, certain of our programs offered have received specialized accreditation.

For example, the Accreditation Council for Business Schools and Programs, or ACBSP, accredits approximately 15 different business-focused academic programs offered by APUS, and accredits APUS’s accounting program under a specialized accounting accreditation.

The Commission on Collegiate Nursing Education, or CCNE, accredits the Bachelor and Master of Science in Nursing programs.

In addition, APUS has obtained professional recognition for certain of its programs.

For example, the Society for Human Resource Management has recognized APUS’ program concentrations in Human Resources, the American Sport Education Program for Bronze Level Certification and the National Academy of Sports Medicine Performance Enhancement Specialist has recognized certain courses in the Sports and Health Sciences program , the National Security Agency - Information Assurance Courseware Evaluation has recognized the Information Systems Security program , and the National Council on Family Relations for the Certified Family Life Educator has recognized certain courses in the Human Development and Family Studies program.

APUS’s Master of Public Health program holds accreditation from the Council on Education for Public Health.

In addition, the International Fire Service Accreditation Congress has accredited five APUS programs.

Student Admissions

APUS welcomes prospective students to apply for admission at any time through an online application process.

Certain programs offered by RU have received specialized accreditation as well.

For example, RU’s ADN and Licensed Practical Nursing programs are accredited by the Accrediting Commission for Education in Nursing.

The BSN and Master of Science in Nursing degree programs at RU are accredited by CCNE.

HCN’s PN program is accredited by the National League for Nursing Commission for Nursing Education Accreditation, or NLN CNEA.

RU and HCN’s locations and programs are approved by state agencies as well.

For example, the nursing education programs offered by RU and HCN are approved by the relevant state boards of nursing.

For more information on accreditation and licensure, please refer to “Regulatory Environment – Accreditation” and “Regulatory Environment – State Authorization/Licensure” in this Annual report.

Admissions and Admissions Standards

We work to attract students who are more likely to persist and succeed in our programs and continue to work to identify and implement changes and initiatives in an effort to attract and enroll more college-ready students more effectively.

We welcome students to apply for admission at any time through online application processes at APUS, HCN, and RU.

The current qualification for most undergraduate programs is a high school diploma or General Education Development certificate.

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Certain programs may have additional admissions standards and restrictions.

Cost of Attendance and Financial Aid

We believe that APUS’s commitment to maximizing a student’s return on their educational investment is one of its competitive strengths.

We are focused on offering our students affordable programs, and many APUS students also transfer a significant number of previously earned academic credit hours, which reduces the remaining credit hours required to earn their degree, and therefore reduces the cost of the degree.

At APUS, tuition for undergraduate courses is $285 per credit hour, tuition for master’s level classes is $370 per credit hour, and there is a technology fee of $65 per course.

Affordability and Cost of Attendance

We have long been focused on offering our students affordable programs.

Affordable tuition has been a priority of APUS since its founding.

APUS tuition remains among the lowest in the four-year for-profit sector.

The combined tuition and fees at APUS are generally less than the average in-state cost at a public university.

APUS costs are about 25% less than the average in-state full-time undergraduate tuition, fees, and books at four-year public universities, based on the final 2021-2022 institutional data reported to the U.S.

Department of Education through The Integrated Postsecondary Education Data System.

This low tuition and fees, in combination with APUS-funded tuition grants and book grants provided to all undergraduate students, and to active-duty military students and their spouses and dependents at the master’s level, result in significant savings.

Additionally, APUS's generous transfer credit policy, and use of open educational resources, further reduce a student’s out-of-pocket costs.

Tuition and fees at RU and HCN are also designed to be affordable and competitive with those of similar institutions.

Tuition and Fees

At APUS, tuition for undergraduate courses is $285 per credit hour, tuition for master’s level classes is $370 per credit hour, and there is a technology fee of either $65 or $100 per course, depending on the course.

In general, a bachelor’s degree may be earned for $34,200 in tuition costs at current tuition rates, and APUS master’s degrees may be earned for $13,320 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.

APUS has historically rarely raised its tuition.

APUS’s January 2020 tuition increase – its most recent – was APUS’s first increase since July 2015 and was intended to help support increased investments in academic learning and student operations.

Undergraduate students and, effective January 1, 2020, all active duty military students and their spouses and dependents, enrolled in courses for academic credit receive their textbooks and certain course materials at no additional cost to them through an APUS-funded institutional book-grant program.

This book grant represents an approximate savings over the course of a student’s undergraduate degree program of $1,240 annually as compared to public four-year colleges and universities, according to comparative information from The College Board’s Trends in College Pricing 2021 report.

APUS also utilizes open access and online library materials where appropriate and works with various publishers to reduce the cost of textbooks and course materials for both graduate students who pay for textbooks and course materials and for APUS who funds the book grant.

To support APUS's active duty military students using TA, APUS provides a $35 per credit hour APUS-funded tuition grant for active duty military undergraduate students and their spouses and dependents and a $120 per credit hour APUS-funded tuition grant for active duty military master’s students and their spouses to keep the cost at $250 per credit hour, which is the amount that TA covers.

As a result of APUS’s pricing and APUS-funded grants, for active duty military students using TA, an undergraduate or master’s degree at APUS may be attained for no out-of-pocket cost.

APUS’s tuition grant applied to approximately 68% of its total net course registrations in 2020 and 2021, respectively.

Veterans who qualify for 100% of their Post-9/11 GI Bill benefits are expected to generally have no out-of-pocket expenses either, notwithstanding the expiration of APUS’s tuition grant for veterans at the end of 2019.

Those veterans who do not qualify for 100% may have experienced a small increase in out-of-pocket costs in 2020 and after as compared to 2019, but because APUS is a “Yellow Ribbon” university, many are expected to have access to additional funding resources.

APUS does not charge an admission fee or fees for services such as registration, course drops, or similar events that trigger fees at many other institutions.

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When applicable, APUS students are charged certain additional fees, such as graduation, late registration, transcript request, and comprehensive examination fees.

TA covers $250 per credit hour for military students, and these students may also be able to use VA education benefits or aid from ED’s Title IV programs 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 set its tuition grant so that the TA covers the full tuition cost of undergraduate and graduate courses for members of the military up to the annual maximum allowable benefit.

Sources of Student Financing

APUS’s students finance their education through a combination of individual resources, TA, VA education benefits, ED’s Title IV programs, private loans, state and federal grants, and corporate reimbursement programs.

Most students rely on some form of financial aid in addition to their individual resources.

Students utilizing DoD’s tuition assistance programs accounted for 45%, those using VA education benefits 21%, and those utilizing ED’s Title IV programs 20% of APUS’s net course registrations in 2021.

We believe that the ability of our students to participate in these programs is essential to APUS’s success.

Participation in TA, VA education benefits and ED’s Title IV programs add to APUS’s regulatory burden, as described more fully below in “Regulatory Environment – Student Financing Sources and Related Regulations/Requirements.”

Federal legislative activity and actions by ED and DoD may adversely impact the ability of APUS’s students to obtain tuition financing, which as with any other limitations on tuition financing could have a material adverse effect on APUS’s enrollments and our financial condition, as described more fully below in “Risk Factors – Risks Related to Our Business.”

Rasmussen University

Rasmussen University is based in Minneapolis, Minnesota and has institutional accreditation from the HLC, with an Open Pathway designation.

Walter Rasmussen founded Rasmussen Practical School of Business in 1900 in St.

Paul, Minnesota.

What was once a single campus offering short‐term certificates and diplomas to working adults in the St.

Paul community is now a 23-campus network across six states, offering degrees at the associate, baccalaureate, master’s, and doctoral level.

The original focus on educating young men and women with a view to preparing them for a career laid the foundation for an inclusive institution built to serve those not typically served by traditional higher education.

RU has developed a curriculum process wherein programs “ladder” from one to another, enabling students to in many cases build from certificates to master’s degrees and, in January 2021, launched its first doctoral program, Doctor of Nursing Practice.

RU remains committed to innovation in program delivery.

Virtually every program at RU incorporates online content alongside lab and clinical or classroom components.

Given the institution’s deep commitment to innovation and to the development of career‐based skills, RU quickly recognized the alignment of CBE with the institution’s educational philosophy and course development strategy as CBE emerged in recent years.

Several competency‐based programs were launched beginning in 2016, shepherding in an innovation that we believe is well‐suited to RU’s adult student base.

While RU continues to offer programs across a broad range of fields of study, recent years have seen an increased focus on healthcare, specifically nursing education.

As of December 31, 2021, approximately 8,800 students are pursuing nursing degrees at RU, approximately 90% of whom are enrolled in RU’s pre-licensure degree programs.

In connection with the Rasmussen Acquisition, RU is currently subject to ED-imposed restrictions on new programs and locations in terms of Title IV eligibility, and those restrictions will remain in effect until ED reviews and accepts audited financial statements and compliance audits for RU under APEI’s ownership.

This could limit or adversely affect RU’s growth opportunities, including restricting its ability to serve additional students.

For more on these growth restrictions, please see “Regulatory Environment - Student Financing Sources and Related Regulations/ Requirements - Regulation of Title IV Financial Aid Programs.”

Curriculum and Scheduling

RU offers programs across seven Schools of study:

Nursing, Health Sciences, Business, Education, Technology, Design and Justice Studies.

RU offers over 900 distinct courses are available in either 5.5 or 11-week formats.

Academic terms begin in January, April, July, and October of each year.

RU’s programs are as follows:

Programs Number

Doctoral Degrees 1

Master’s Degrees 6

Bachelor’s Degrees 18

Associate Degrees 21

Certificate/Diploma programs 14

Total Programs 60

For the fiscal year ended December 31, 2021, 50% of RU students were enrolled in nursing programs, 19% in health sciences programs, and 15% in business programs, with the remainder of students in education, technology, design and justice studies programs.

At the credential level, 65% of students were enrolled in an associate degree program, 21% in a bachelor’s degree program, 11% in certificate or diploma programs, with the remainder at the master’s or doctoral level.

Student Recruitment and Marketing

RU is committed to supporting students from inquiry to enrollment and beyond.

The local campus presence in the communities served by the institution and the relationships that arise from that local presence are a key contributor to RU’s student recruitment efforts.

RU complements its relationship-based marketing with multichannel, data-driven marketing campaigns to create greater brand awareness, particularly among academically prepared potential students in the markets in which RU has a campus presence.

In these campaigns, RU utilizes, among other marketing channels, digital marketing channels such as organic and paid search, RU- owned and external content and social marketing communities, linear and digital TV advertising, radio advertising, and print advertising.

Increased competition in paid marketing channels has resulted in higher advertising costs in certain marketing channels and could lead to increased student acquisition costs.

RU also has alliances with over 200 corporations and other organizations whereby employees of those organizations can pursue their education at RU with a view to supporting and maximizing the strategic workforce development goals of those organizations.

Dedicated client services, admissions support, direct payment options for eligible institutions, and tuition grants are provided in support of these alliances.

RU continues to work to enhance the student learning experience to attract students who are more likely to persist and succeed in its programs and will continue to work to identify and implement changes and initiatives to attract and enroll more college-ready students on average more effectively.

These initiatives may include updates to admissions standards, which may have an adverse effect on RU’s enrollment and our financial condition.

For additional information on the risk factors associated with these initiatives and the RU admissions process please refer to “Risk Factors - Risks Related to Our Business.”

Student Body and Enrollment

RU provides education to approximately 17,100 enrolled students.

Student enrollment is defined as the number of unique active students, including those who take an approved leave of absence.

RU is focused on executing initiatives that will more effectively support its students and help improve those students’ educational outcomes, including through faculty engagement initiatives and other initiatives to increase the level of engagement and collaboration in the classroom and strengthen the bond between the institution and its students.

Accreditation

RU has institutional accreditation from HLC.

The status and meaning of this accreditation is described more fully below in “Regulatory Environment - Accreditation.” RU received a reaffirmation of its accreditation from HLC in 2020, with the next reaffirmation scheduled for 2025-2026.

In addition to institutional accreditation by HLC, certain programs offered by RU have received specialized accreditation.

For example, RU’s Associate Degree in Nursing, or RN, and Licensed Practical Nursing, or LPN, programs are accredited by the Accrediting Commission for Education in Nursing.

The Bachelor of Science in Nursing and Master of Science in Nursing degree programs at RU are accredited by CCNE.

The Medical Assisting Diploma program at the Aurora/Naperville, Rockford, and Romeoville/Joliet campuses in Illinois, the Fort Myers, Ocala, Central Pasco, and Tampa/Brandon campuses in Florida, the Green Bay and Wausau campuses in Wisconsin, and the Blaine, Bloomington, Eagan, Mankato, and St.

Cloud campuses in Minnesota are accredited by ABHES.

The Surgical Technologist Associate in Applied Science Degree programs at the Brooklyn Park/Maple Grove, Moorhead, and St.

Cloud, Minnesota, campuses and the Rockford and Romeoville/Joliet, Illinois, campuses are accredited by the Commission on Accreditation of Allied Health Education Programs, or CAAHEP, on the recommendation of the Accreditation Review Council on Education in Surgical Technology and Surgical Assisting, or ARC/STSA.

The Health Information Technician associate and Health Information Management bachelor’s degrees at RU are accredited by the Commission on Accreditation for Health Informatics and Information Management Education.

The Radiologic Technology Associate degree programs at RU are accredited by the Joint Review Committee on Education in Radiologic Technology.

The Medical Laboratory Technician associate degree program at the Lake Elmo/Woodbury campus in Minnesota is accredited by the National Accrediting Agency for Clinical Laboratory Sciences.

Student Admissions

RU welcomes prospective students to apply for admission at any time through an online application process facilitated by an RU admissions advisor.

The current qualification for most undergraduate programs is a high school diploma or General Education Development certificate.

Applicants for graduate programs must hold a bachelor’s degree from an accredited U.S.

institution or an equivalent foreign institution.

Certain programs may have additional admissions standards and restrictions.

Cost of Attendance and Financial Aid

RU’s tuition costs vary among its programs and between part-time and full-time attendance.

RU’s ADN Programs typically costs $409 per credit hour in addition to course fees.

Outside of the ADN Program, credit hour costs range from $229 per credit hour to $360 per credit hour for undergraduate programs.

APUS plans to adopt modest tuition and fee increases effective in the second quarter of 2023, with a corresponding increase in grants to military students.

RU’s costs vary among its programs and between part-time and full-time attendance.

RU’s ADN program typically costs $409 per credit hour in addition to course fees.

Credit hour costs range from $199 per credit hour to $419 per credit hour for other undergraduate programs.

At the graduate level, RU offers five different master’s programs for $260 per credit hour or less.

Students can lower their total cost of attendance through self-directed assessments.

Self-directed assessments, when available, may be attempted for a prepaid fee, which is generally $149 per attempt as of January 2022.

RU charges a $175 course technology and resource fee for each course.

Students may purchase required textbooks or e-books through RU for a flat fee of $15 for each textbook (traditional or e-book) for each course.

Sources of Student Financing

RU’s students finance their education through various individual resources, ED’s Title IV programs, private loans, state grants, VA education benefits, and corporate reimbursement programs.

Most RU students rely on some form of financial assistance in addition to their individual resources.

Students utilizing ED’s Title IV programs accounted for approximately 83%, those utilizing state grants 10%, and those utilizing private/alternate loans 7% of RU’s enrollments in 2021.

Most of RU’s revenue is derived from students utilizing ED’s Title IV programs, which results in increased regulatory scrutiny, 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.’”

Federal legislative activity and actions by ED may adversely impact the ability of RU’s students to obtain tuition financing, which as with any other limitations on tuition financing could have a material adverse effect on RU’s enrollments and our financial condition, as described more fully below in “Risk Factors – Risks Related to Our Business.”

Hondros College of Nursing

HCN’s programs are designed to prepare individuals for productive careers in the field of nursing.

HCN provides nursing education to students enrolled at six campuses in Ohio, including a campus in Akron that opened in April 2021, and one campus in Indianapolis, Indiana.

Curriculum and Scheduling

HCN offers on-campus instruction leading to a Diploma in PN and an ADN.

Portions of the PN and ADN Programs are taught online.

Graduates of the PN Program are eligible to seek licensure as a Licensed Practical Nurse, or LPN, after passing the NCLEX-PN exam.

Graduates of the ADN Program are eligible to seek licensure as a Registered Nurse, or RN, after passing the NCLEX-RN exam.

Academic terms for the PN and ADN Programs begin four times each year, with courses starting in January, April, July, and October.

Approximately 63% of enrollments for the fiscal year ended December 31, 2021 were in the PN Program, while 37% were in the ADN Program.

HCN’s students principally receive on-campus instruction at one of HCN’s campuses;

however, in March 2020, in response to the novel coronavirus COVID-19 global pandemic, HCN shifted to a blended model with online delivery of its courses and on campus delivery of certain labs.

HCN later fully reopened its campuses, using smaller in person classes with screening, social distancing, and masking requirements, while continuing to offer courses in a virtual setting for those that prefer remote course learning.

Student Body and Enrollment

HCN provides nursing education to approximately 2,500 students at six campuses in Ohio and one campus in Indiana.

The average HCN student is approximately 33 years old and 93% of HCN students are female.

Accreditation

HCN is institutionally accredited by the ABHES, and HCN’s Ohio locations and programs are approved by the Ohio State Board.

In February 2021, ABHES granted HCN continued accreditation through February 2027 for all programs at all campuses.

ABHES annually reviews student achievement indicators, including retention rate, placement rate, and licensing and credentialing examination pass rate.

Under ABHES policy, ABHES may withdraw accreditation at any time if it determines that an institution fails to demonstrate at least a 70% retention rate for each program, a 70% placement rate for each program, and a 70% pass rate on mandatory licensing and credentialing examinations or fails to meet the state-mandated results for credentialing or licensure.

Alternatively, ABHES may in its discretion provide an opportunity for a program to come into compliance within a period of time specified by ABHES, and ABHES may extend the period for achieving compliance if a program demonstrates improvement over time or other good cause.

For the reporting year ended June 30, 2021, several HCN programs at certain campuses did not satisfy ABHES’s threshold requirements for retention rates.

The retention rates were instead between 55% and 69% for the reporting year.

ABHES has asked HCN to provide updated rates for the period July 1, 2021 through March 31, 2022 and an updated action plan to address any rate that remains below 70% in that period.

HCN’s Ohio Diploma in Practical Nursing, or PN, and Associate Degree in Nursing, or ADN, Programs are approved by OBN, and the PN Program is accredited by NLN CNEA.

HCN is authorized to offer instruction in Indiana by the Indiana

Board for Proprietary Education/Indiana Commission for Higher Education.

NLN CNEA granted HCN accreditation at its Indianapolis campus effective January 13, 2021.

IBN granted initial accreditation and authorized the admission of the first cohort of students, which was limited to 30 students per year.

In July 2021, IBN authorized the admission of an additional 30 students per year, increasing the maximum enrollment to 60 students for the 2022 calendar year, and in February 2022, IBN further increased the maximum enrollment to 200 students for the 2022 calendar year.

Student Recruitment and Marketing

HCN’s marketing strategy is focused on building long-term relationships with businesses, organizations, and individuals in the healthcare community, primarily in and around the communities it serves.

We believe this strategy will continue to generate a significant number of referrals.

In addition, HCN utilizes traditional media as well as digital marketing channels, including organic and paid search marketing.

Student Admissions

HCN welcomes prospective students to apply for admission at any time by submitting an application along with an application fee.

To be accepted into any HCN 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.

HCN’s programs also have program-specific admissions requirements.

Applicants for the PN Program and the ADN Program are required to complete an interview with an admissions representative and pass a criminal background check.

PN Program applicants are also generally required to pass the Health Education Systems Admissions Assessment.

Under enhanced ADN Program admissions requirements implemented in 2019, HCN requires external ADN applicants to have an active unencumbered PN license and to have graduated from an approved PN program.

ADN Program applicants who apply to start in the quarter immediately following their graduation from HCN’s PN Program may be admitted prior to possessing an active unencumbered PN license but must obtain an active unencumbered PN license prior to the start of their second term.

HCN offers a Direct Entry ADN option that offers an accelerated graduation pathway for students who transfer at least 32 college credits to HCN and meet certain academic and entrance exam requirements.

Direct Entry ADN applicants are not required to hold an active PN license.

HCN has also made multiple changes to its admissions assessment process in recent years and may further modify the process in the future in order to better identify college-ready students.

These initiatives require significant time, energy, and resources, and if our efforts are not successful, they may adversely impact our results of operations, cash flows, and financial condition.

While we believe changes in admissions and academic achievement requirements are beneficial for our students and will result in a better and more positive educational experience and improved testing pass rates in the long term, we believe some of the changes contributed to a decline in enrollment in previous years and have had a negative impact on our results of operations.

We continue to work on identifying an appropriate balance of admissions requirements, academic achievement requirements and attracting appropriate students.

However, even if these initiatives lead to the identification and enrollment of students who are likely to succeed and improve the student experience, they could result in adverse impacts on HCN enrollments.

Cost of Attendance and Financial Aid

HCN’s tuition costs vary among its programs.

HCN’s PN Programs may be completed for approximately $18,600 in tuition and fees and the ADN Program may be completed for approximately $26,500 in tuition and fees, depending on the campus location.

Fees include the cost of examination review materials, lab fees, test review fees, and fees for applications with OBN, among others.

RU adopted modest tuition increases, which took effect on January 3, 2023, for select programs to help offset the increased costs of delivering a quality education.

HCN’s costs vary among its programs.

HCN’s PN program may be completed for approximately $18,600 in tuition and fees and the ADN program may be completed for approximately $26,400 in tuition and fees, depending on the campus location.

Fees include the cost of examination review materials, lab fees, and test review fees, among others.

Some of these costs are payable to HCN and others are payable to third parties.

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HCN estimates that over the life of its programs, a student’s costs related to textbooks and supplies will be approximately $4,000 for the PN program and $6,000 for the ADN program.

Sources of Student Financing

HCN’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, corporate reimbursement programs, and HCN’s extended payment

Most HCN students rely on some form of financial aid in addition to their individual resources.

The substantial majority of HCN’s revenue is derived from students utilizing ED’s Title IV programs, which results in increased regulatory scrutiny, 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.’”

HCN offers an extended payment plan option to its students.

The extended payment plan option is designed to assist students with educational costs consisting of tuition, textbooks, and fees, and are only available after all other student financial assistance has been applied to those costs.

Payment plans require monthly payments while the student is enrolled in a program and extend for a period up to six months after the last day of attendance or graduation.

To the extent interest is applied, it is generally fixed and does not accrue until the student departs the program or graduates.

The extended payment plan option does not impose any origination fees.

Participants are advised about the terms of the extended payment plan option and counseled to use all federal funding options first.

HCN plans to implement a 5% increase in tuition and fees effective in the second quarter of 2023 across all programs.

Grants and Other Fee Reduction Opportunities

To support APUS’s active-duty military students using TA, APUS provides an APUS-funded tuition grant so that undergraduate and master’s students who are eligible for TA benefits and their spouses and dependents have a net tuition of $250 per credit hour, which is the same amount as covered by TA and, when combined with the APUS funded book grant described below, means that active-duty military utilizing TA may attain an undergraduate or master’s degree at APUS for no out-of-pocket cost.

APUS’s tuition grant applied to approximately 71% of its total net course registrations in 2022.

veterans who qualify for 100% of their Post-9/11 Veterans Educational Assistance Act of 2008, or Post-9/11 GI Bill, benefits are expected to generally have no out-of-pocket expenses either.

Undergraduate students and all active-duty military students and their spouses and dependents enrolled in courses for academic credit at APUS receive textbooks and certain course materials at no additional cost to them through an APUS-funded institutional book-grant program.

Self-directed assessments, when available, may be attempted for a prepaid fee, which is generally $149 per attempt.

HCN students may apply performance-based grants and needs-based grants toward the balance of their tuition.

HCN offers an institutional affordability grant to students demonstrating financial need to cover the difference between the total cost of tuition and fees less the amount of all eligible financial aid resources.

The grant is designed to limit a student’s monthly payment to $200 through an award of up to $200 per month, or $600 per term after consideration of financial aid, employer tuition reimbursement, and other financial resources.

Federal legislative activity and actions by ED may adversely impact the ability of HCN students to obtain tuition financing, which as with any other limitations on tuition financing could have a material adverse effect on HCN’s enrollments and our financial condition, as described more fully below in “Risk Factors – Risks Related to Our Business.”

RU and HCN both offer their students an extended payment plan option.

The extended payment plans are designed to assist students with educational costs including tuition and fees.

Payment plans require ongoing payments while the student is enrolled in a program and extend after the last day of attendance or graduation.

To the extent interest is applied, it is generally fixed and does not accrue until the student departs the program or graduates.

The extended payment plan options do not impose any origination fees.

Sources of Student Financing and Financial Aid

Our students finance their education through a combination of individual resources, ED’s Title IV programs, private loans, state and federal grants, institutional grants, TA, Department of Veterans Affairs, or VA, educational benefits, and corporate reimbursement programs.

Most students rely on some form of financial aid in addition to their individual resources.

At APUS, students utilizing DoD’s TA programs accounted for 47%, those using VA education benefits 21%, and those utilizing ED’s Title IV programs 18% of net course registrations in 2022.

We believe that the ability of our students to participate in these programs is essential to APUS’s success.

At RU, students utilizing ED’s Title IV programs as their primary source of payment accounted for approximately 74%, those utilizing state grants, cash, or private/alternative loans accounted for approximately 24%, and those using VA education benefits approximately 2% in 2022.

In addition, most HCN students rely on some form of financial aid in addition to their individual resources.

Participation in TA, VA education benefits, and Title IV programs adds to our institutions’ regulatory burden and results in increased regulatory scrutiny, as described more fully below in “Regulatory Environment – Student Financing Sources and Related Regulations/Requirements”.

Federal legislative activity and actions by ED, DoD, and VA may adversely impact the ability of our students to obtain tuition financing, which as with any other limitations on tuition financing could have a material adverse effect on enrollments and our financial condition, as described more fully below in “Risk Factors – Risks Related to Our Business”.

Student Retention and Academic Outcomes

Our institutions are focused on executing initiatives that will more effectively support their students and help improve those students’ educational outcomes.

Improved engagement is an important element in our goal of retaining qualified students.

For example, APUS and RU improve engagement through, among other things, faculty engagement initiatives and co-curricular initiatives to increase the level of engagement and collaboration in the classroom and strengthen the bond between those institutions and their students.

We also carry out initiatives intended to improve the educational outcomes of our students.

For example, RU recently established a Center of Nursing Excellence that is dedicated to helping students pass the NCLEX exam the first time by identifying student-specific challenge areas and providing customized tutoring resources and faculty training to help shore up gaps in student knowledge.

RU plans to integrate NCLEX testing simulation and preparation tools throughout the curriculum and to conduct a curriculum assessment to identify areas where RU can better enable student mastery and success.

Career Development

We believe assisting students in advancing their careers in their current profession or securing employment after completion of their programs or courses is an essential part of our mission.

Our institutions offer an array of career services, including complementary personalized career advice for students and alumni through direct interaction with career services staff, career events such as in-person and virtual job fairs and on-campus recruiting, and institution-sponsored online job boards.

APUS also offers career planning tools, such as an interest assessment to identify career options that fit student interests and guides to careers associated with student majors, and career preparation services, such as mock interview services, resume review services, and social media review services to improve students’ employer-facing online profiles.

RU provides a variety of self-service resources, including access to a networking, job posting, a career research website, online resume building and interview preparation tools, webinars, and video tutorials, as well as online programmatic advising by dedicated career services advisors.

We strive to link students directly with employers where we can.

For example, beginning in the fourth quarter of 2022, HCN entered into a partnership with a large national healthcare provider to assist certain HCN students in funding their tuition costs.

The healthcare provider is fully funding the tuition costs of students it selects from HCN’s ADN program at its HCN’s Toledo, Ohio campus in exchange for the students agreeing to work for the provider for an agreed time period following graduation.

We plan to launch additional healthcare partnerships for RU and HCN in 2023.

Marketing and Branding

We strive to align our marketing efforts with our business and strategy and to tailor our marketing approach to our educational offerings and the students we serve.

This approach encompasses all our learning modalities, from online to on-campus to hybrid, and all our educational outcomes, from certification to degree, and leading to the career outcomes students seek after they leave us.

As part of these efforts, we continue to highlight certain key marketing and branding messages that align with our strategy, including educating those who serve, affordability and value.

We execute our marketing efforts through both direct-to-student and business-to-business channels.

Our marketing relationship with students extends across the entire student journey from recruitment to post-graduation and includes efforts to drive student awareness, improve student onboarding, increase persistence, improve student performance, and focus on career outcomes.

We aim to market to students wherever they may be, through their chosen media or marketing channel, and in the geographies where they are located.

Our approach includes in-person and relationship-based marketing as well as digital (including search, company-owned and external content, and social media), and more traditional television, radio, and print marketing efforts.

We also work with partners we believe can provide us with better access to the students we aim to reach.

Almost 30% of our RU enrollments are associated with a partner relationship.

We have agreements with more than 260 employers whose employees pursue an education at RU.

Additionally, we provide more than 130 APUS partner organizations with services to maximize strategic workforce development goals.

This includes partnerships with community colleges, which prepare students for transfer opportunities to APUS for bachelor’s degree programs.

We also have begun establishing new partnerships with healthcare providers to further career outcomes and defray costs of education, as discussed more fully in “Our Institutions – Career Development” above.

Marketing efforts tailored for our institutions consider prospective and current students, including their respective educational goals.

To that end, APUS marketing has historically had a relationship-based aspect focused on building long-term relationships with businesses, professional organizations, and individuals in the military, military-affiliated, and public service communities.

We also have programs at APUS that aim to assist members of the military as they transition into private sector jobs.

RU and HCN nursing program marketing includes leveraging relationships with and marketing to the healthcare community, and in late 2022 we increased our non-nursing marketing for RU in response to demand.

In 2022, we began efforts to centralize our marketing organization.

Our centralized team is currently providing all marketing and branding services for APUS and GSUSA and providing many of these services for HCN.

RU historically relied on Collegis for a variety of outsourced marketing services.

In October 2022, RU and Collegis mutually agreed to the termination of the marketing services contract effective January 31, 2023, and we have completed the transition of RU marketing in-house to our centralized marketing team.

We are also developing marketing expertise that spans a variety of functional areas and to extend our use of marketing technology and analytics.

We currently use technology and analytics to improve marketing mix, audience targeting, new initiatives, messaging, and creative decisions, as well as advertising development, delivery, and testing.

Information Technology

Information technology systems are an essential part of our student experience and our business operations.

APEI provides information technology services to APUS, RU, and HCN through a shared services model.

In addition, RU is party to a service agreement with a third-party, Collegis LLC, or Collegis, to provide information technology services through September 30, 2024.

RU’s infrastructure is hosted and fully supported and managed by Collegis.

We continue to make investments in information technology.

We recently embarked on a multi-year technology transformation program to enable APUS to better accommodate new flexible learning modalities, improve the operational effectiveness of our enterprise, and enhance the learning experience for students and faculty.

• We completed migration to a new learning management system, or LMS, for APUS and HCN in 2021.

• We are in the process of consolidating APUS’s customer relationship management systems onto a single platform and the first phases of our customer relationship management system upgrade were completed in January 2022.

• We are currently migrating key applications, systems, and data to the cloud rather than in our own co-located data centers.

Our legacy systems include a customized student information and services system at APUS that we refer to as Partnership At a Distance™, or PAD, and proprietary information systems and processes to support PAD, into which we have invested significant time and money.

PAD is APUS’s platform for interacting with our students.

PAD is an information system designed to enable APUS to provide each student with individualized support at appropriate times from pre-enrollment through and beyond graduation, including student advising, administrative support, and community networking.

PAD is used by APUS to manage admissions, online orientation, course registrations, tuition payments, grade reporting, progress toward degrees, and various other functions.

We continually evaluate PAD for possible changes and upgrades and anticipate that we will eventually make significant changes to this system, as well.

APUS and HCN historically used Sakai Collaboration and Learning Environment, or Sakai CLE, an open-source LMS, for their online classroom to support teaching, learning, research, and collaboration.

We began replacing Sakai with a cloud-based commercial system Brightspace by D2L as our LMS in 2020 and completed the migration for both APUS and HCN in 2021.

PAD and our LMS are our two core enterprise systems.

We also have several other systems that are used in the online campus, and to support the student experience, financial aid processing, financial management, human resources processes, marketing, and decision support.

RU uses Anthology Campus Nexus as its student information system, or SIS.

The RU SIS environment is hosted with Collegis, which maintains all systems, support, and hosting.

This platform is used to manage course registrations, tuition

payments, grade reporting, progress toward degrees, and various other functions.

The admission function is now managed inside of Salesforce.

This Salesforce application is connected to Anthology via an application programming interface to ensure all pertinent information is synchronized appropriately.

Information technology systems are essential to our student experience and our business operations.

APEI provides information technology services to APUS, RU, HCN, and GSUSA through a shared services model.

In addition, RU is party to a service agreement with Collegis to provide information technology services through September 2024.

RU currently relies on Collegis for a variety of outsourced information technology functions, including data center, learning management system, user support, and network and voice services, and its technology infrastructure is currently hosted, managed, and supported by Collegis.

Our Ongoing Technology Transformation

We are in the midst a multi-year technology transformation program to enable us to enhance the learning experience for students, to better accommodate new flexible learning modalities, and to improve the operational effectiveness of our enterprise.

We are also currently migrating key applications, systems, and data to the cloud rather than hosting in our own co-located data centers.

With the recent acquisitions of RU and GSUSA, we are developing and executing plans to incorporate these institutions into this transformation program as well, and looking for ways to incorporate their systems, infrastructure, and processes into our standard technology stack.

In April 2022, we notified Collegis that we intend to permit RU’s contract with Collegis to expire by its terms in September 2024.

We plan to insource all of the technology and services currently provided by Collegis or to cloud services or third-party vendors over which we will have management oversight.

As part of the transition away from Collegis, we plan to look more broadly for opportunities further improve operational effectiveness across our information technology operations and for opportunities to rationalize our technology portfolio to create a more consistent, standardized technology stack.

Student Information and Instructional Delivery

Our core enterprise systems are (i) our student information and services systems, or SIS, platforms which our institutions use to interact with and provide support to students in areas such as admissions, registration, tuition payment, grade reporting, progress toward degrees, and various other functions, and (ii) our learning management system, or LMS, platforms, which our institutions use to deliver course content and support teaching, learning, and collaboration.

We have a legacy customized SIS at APUS that we refer to as Partnership At a Distance™, or PAD, and proprietary information systems and processes to support PAD, into which we have invested significant time and money.

PAD is designed to enable APUS to provide each student with individualized support at appropriate times from pre-enrollment through and beyond graduation, including student advising, administrative support, and community networking.

We continually evaluate PAD for possible changes and upgrades and anticipate that we will eventually make significant changes to or replace this system.

RU uses Anthology Campus Nexus as its SIS.

The RU SIS environment is currently hosted with Collegis, which maintains all systems, support, and hosting.

RU’s and APUS’s admissions function are managed inside of Salesforce and connected to Anthology for RU and PAD for APUS to ensure all pertinent information is synchronized appropriately.

HCN and GSUSA currently have their own SIS platforms, but we plan to consolidate the separate platforms used by HCN and GSUSA to a standard platform for those institutions beginning in 2024.

More broadly, we continue to review and assess our student information and services platforms and their capabilities, including whether to consolidate to a standard platform across more or all of our institutions.

In 2021, we completed work to consolidate HCN and APUS onto a single, cloud-based LMS platform, Brightspace by D2L.

RU uses Blackboard Ultra as its LMS platform.

This environment is hosted with Blackboard, which is now owned by Anthology.

All RU support for Blackboard is provided by Collegis.

Anthology Campus Nexus, Blackboard, and Salesforce are RU’s core enterprise systems.

The backbone of our information technology infrastructure currently consists of four co-location data centers.

All RU support for Blackboard Ultra is currently provided by Collegis.

In addition to our student information and services systems and our LMS platforms, we also have several other systems that support the student experience, financial aid processing, financial management, human resources processes, marketing, and decision support.

We are continuing to consolidate APUS’s customer relationship management systems onto a single platform, the first phases of which were completed in 2022.

In early 2023, we will be launching a new native mobile application to improve the student experience at APUS.

Our Information Technology Infrastructure

The backbone of our information technology infrastructure currently consists of two co-location data centers.

Our technology environment is managed internally and through a third-party managed service provider.

Student access to our systems is provided through redundant data carriers.

RU’s network is fully redundant through a software-defined wide area network infrastructure.

RU’s network is fully redundant through a software-defined wide area

network infrastructure.

We intend to continue to migrate much of our infrastructure and core applications to a cloud computing model with the goal of improving the reliability, scalability, agility, and security of our core infrastructure and applications.

Our continued investments of time and money on our institutions’ information technology may place a strain on our organization that could adversely affect our systems, controls, and operating efficiency, and those of our institutions, and as a result of unsuccessful development efforts, or a result of replacing outdated technology, software, or other technology related assets, we may have assets that become impaired.

In addition, as a result of our reliance on information technology, system disruptions and security breaches could adversely affect our reputation and our operations.

For additional information regarding risks related to our information technology, refer to “Risk Factors - Risks Related to Our Technology Infrastructure.”

For more information on these investments and their effects on our results of operations, refer to “Management’s Discussion and Analysis of Financial Condition and Results of Operations - Overview.”

Our Information Security Efforts

The performance, reliability, and security of the networks and technology infrastructure we use or rely on is critical to our operations, our institutions’ reputation, and our ability to attract and retain students.

As such, we have a dedicated Chief Information Security Officer in addition to our Chief Information Officer, and our Board of Directors reviews our cybersecurity and other information technology risks and our plans to mitigate them.

In 2022, we hired additional information security employees and implemented 24x7 security monitoring by a third-party service provider.

We use external vendors to perform security assessments on a periodic basis to review and assess our information security and utilize this information to audit ourselves, to monitor the security of our technology infrastructure, and to assess whether and how to prioritize the allocation of scarce resources to protect data and systems.

We also require third-party vendors to maintain a level of security that is acceptable to us and work closely with vendors to address potential and actual security concerns and attacks.

For more information on our information technology investments and their effects on our results of operations, refer to “Management’s Discussion and Analysis of Financial Condition and Results of Operations – Overview”, and for more information regarding risks related to our information technology, refer to “Risk Factors – Risks Related to Our Technology Infrastructure.”

Human Capital

Our ability to deliver on our corporate mission and to continue to transform our enterprise to focus on sustainable growth is tightly aligned with our human capital strategy.

Our performance largely depends on the talents, experience, and efforts of our employees, and on our ability to foster a culture and practice of high performance, innovation, cooperation, integrity, and respect.

During 2021, our key human capital efforts were focused on building our leadership strength organically by hiring key executives and inorganically through the acquisition of RU.

We also benchmarked and harmonized our benefits programs, including at RU, to develop what we believe are a market-competitive set of programs with an increased scope of coverage for our employees.

We continue to develop processes to evaluate our reward and recognition systems and further establish market competitive compensation and benefit practices to attract new employees and reward and retain our existing team.

Diversity and inclusion are at the core of our values, and we believe they reflect the expectations of the students we serve.

To support our diversity and inclusion efforts, we have task forces at APUS and RU that focus on diversity and inclusion matters.

We believe a diverse and inclusive workplace results in business growth and encourages increased innovation, retention of talent, and a more engaged workforce.

Consistent with our focus on diversity and inclusion, we strive to create ethical, safe, and supportive workplaces where our employees thrive.

We measure employee engagement on an ongoing basis by soliciting feedback in order to understand the views of our employees, faculty, and culture.

The results from engagement surveys are used to implement programs and processes designed to enhance employee and faculty engagement and improve the employee experience.

For example, based on the results of employee surveys in 2021, we added insurance coverage for in vitro fertilization and extended benefits coverage to domestic partners.

Workforce Demographics

As of December 31, 2021, we had approximately 5,800 employees, including approximately 3,840 full- and part-time faculty members, approximately 790 of which are full-time, and approximately 1,910 other professional staff to administer academic, technology, service, and business operations.

Approximately 420 of our professional staff worked at the corporate-level, with the remainder of our professional staff working for our institutions.

APUS had approximately 1,780 full- and part-time faculty members and 590 other professional staff.

RU had approximately 1,900 full- and part-time faculty members and approximately 740 professional staff.

HCN had approximately 160 full- and part-time faculty members and approximately 160 other professional staff.

At APUS, approximately 63% of our full-time faculty have a terminal degree in their field of study.

At HCN and RU, all nursing faculty have earned a Bachelor of Science in Nursing or higher.

None of our employees are parties to a collective bargaining agreement, and management considers employee relations to be good.

Strategy and Values

Our ability to deliver on our Company mission and to continue to transform our enterprise to focus on quality student outcomes, and on sustainable growth is tightly aligned with our human capital strategy.

Our performance depends on the talents, experience, and efforts of our employees, and on our ability to foster a culture and practice of high performance, innovation, cooperation, integrity, and respect.

We seek to be a destination for high-potential employees and desire to build a bench of future leaders by developing best-in-class human capital capabilities.

During 2022, our key human capital efforts focused on centralizing our human capital function, implementing a common talent acquisition methodology, and improving responses to human capital inquiries.

We also began implementing a streamlined and proactive approach to employee communication to drive connectivity, engagement, and efficiencies.

As of December 31, 2022, APEI’s employee population comprised the following:

Faculty Members (Full-Time) Other Professional Staff (Full-Time) Total Full-Time Employees Faculty Members (Part-Time) Other Professional Staff (Part-Time) Total

APUS 338 530 868 1,343 9 2,220

RU 293 453 746 1,911 273 2,930

HCN 112 142 254 70 27 351

GSUSA — 56 56 230 17 303

Corporate — 433 433 — 7 440

Total 743 1,614 2,357 3,554 333 6,244

Our employees have diverse backgrounds, influenced in part by the geography in which our headquarters, administrative facilities, and campuses are located, and by the communities we serve, in particular nursing, military, military-affiliated, and veteran communities.

As of December 2021, approximately 53% of our professional staff at the corporate level, 54% of our faculty and staff at APUS, 76% of our faculty and staff at RU, and 78% or our faculty and staff at HCN identified as women.

As of December 2021, approximately 22% of the positions held at the corporate level, and 21%, 26%, and 24% of the positions held at APUS, RU, and HCN, respectively, were held by persons self-identifying as Black or African American, Hispanic, Asian, Native American or more than one race.

Talent Development

Our strategic initiatives require our management, faculty, staff, and skilled personnel to perform at a high level and to adapt and learn new skills and capabilities.

Faculty members are required to participate in annual faculty development opportunities and requirements.

We believe faculty retention is higher at APUS than other colleges and universities, which we believe is primarily due to the online, asynchronous nature of APUS instruction.

For example, survey data from the College and University Professional Association for Human Resources demonstrates that APUS has a lower full-time faculty turnover rate than the median of other higher education institutions.

RU trains and develops new faculty through a formal, structured on-boarding and orientation course.

All new faculty members receive a formal course assignment to be completed within their first 30 days of employment.

All faculty members participate in annual faculty development opportunities and requirements.

HCN trains and develops new faculty through a formal, structured on-boarding, training, and mentoring program.

All new HCN 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.

RU and HCN compete with both nursing schools and traditional employers of healthcare professionals to fill open faculty positions.

Due to the COVID-19 pandemic, there has been an increase in demand for nursing professionals, which we believe has impacted our ability to recruit and retain faculty at RU and HCN.

For example, at RU and HCN, voluntary turnover within full-time nursing faculty increased from 12.6% for 2020 to 18.3% for 2021 and 33.1% for 2020 to 41.5% for 2021, respectively.

We also believe that current job market dynamics, where the monthly percentage of non-farm workers in the United States who quit their jobs broke multiple all-time U.S.

records in 2021 in what is being referred to as the “Great Resignation”, and current low unemployment, has further increased the challenge of employee retention more broadly.

Overall, turnover of our employees during 2021 was approximately 6% to 10% higher than turnover in 2020, depending on segment.

We believe that the quality of faculty is critical to the student experience and student outcomes and is therefore vital to the success of our institutions.

APUS, RU, and HCN regularly review the performance of faculty by, among other things, monitoring the contact that faculty have with students, reviewing student feedback, and evaluating the learning outcomes achieved by students.

Each of APUS, RU and HCN have all established processes to address and work with faculty when faculty performance is not at an acceptable level, which can lead to termination of employment.

None of our institutions offer tenure to faculty members.

Impact of COVID-19

We are committed to the health and well-being of our employees.

In March 2020, in response to the COVID-19 pandemic, we implemented our business continuity plan and substantially all of our employees transitioned to a remote workforce, using digital platforms and virtual collaboration tools to communicate with one another and our institutions’ students.

Since then, we have cautiously allowed certain employees to return to an office work setting, monitoring Centers for Disease Control and Prevention and local guidelines and regulations and updating our policies accordingly.

Employees are continuing to follow a blended model of working onsite and remotely, and we have committed to determining the optimal mix

of site-based, flexible, and fully remote models on a department and role basis as the COVID-19 pandemic continues to evolve, and ultimately, for a post-pandemic environment.

Corporate Staff for APEI

As of December 31, 2021, our corporate APEI staff consists of approximately 420 professional employees that administer academic, technology, service, and business operations to our institutions.

Most of these employees live in the vicinity of our Charles Town, West Virginia, headquarters.

Faculty and Staff for APUS

As of December 31, 2021, APUS’s faculty consists of approximately 1,780 full and part-time faculty members with relevant teaching and practitioner experience.

APUS also employ approximately 590 professional non-faculty staff to administer APUS’s admissions, advising, and other academic functions.

Most of APUS’s non-faculty employees live in the vicinity of its headquarters in Charles Town, West Virginia.

APUS has approximately 340 full-time faculty members 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 with fluctuations in enrollment.

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 members hold terminal degrees or doctorates in their relevant fields, and virtually all undergraduate faculty members hold graduate degrees.

Exceptions have been granted for a limited number of APUS’s faculty members who do not meet degree standards, but who provide evidence of significant experience and achievement in the field of study that they teach, in accordance with APUS’s faculty quality guidelines.

Many APUS faculty members have relevant experience at other universities and within military, corporate, and government institutions.

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 higher education learning at their workplaces.

APUS recruits faculty members through referrals by current faculty members, advertisements in higher 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.

Faculty and Staff for RU

As of December 31, 2021, RU’s faculty consists of approximately 340 full-time faculty members and 1,560 part-time faculty.

RU also employs approximately 740 professional staff members who administer RU’s admissions, advising, and other academic functions.

Of RU’s faculty members, approximately 210 full-time faculty and 660 part-time faculty support RU’s nursing programs.

All faculty whose instruction is focused within RU’s nursing programs must have earned a minimum of a bachelor’s degree from an accredited institution in a nursing field of study.

All RU nursing faculty assigned to any program or course must have an active and unencumbered license to practice as a Registered Nurse.

In addition to the formal education requirements, RU’s faculty may have also obtained specialized certifications in their field of study.

For all full- and part-time faculty supporting other programs of study, RU ensures that educational requirements meet or exceed all applicable accreditation requirements.

We believe that hiring and retaining well-educated and qualified faculty members is important to RU’s success.

In addition to having the necessary educational requirements, RU seeks faculty members who have demonstrated experience in their respective field of study.

All faculty who teach in RU’s programs have experience in the applicable program, which we believe improves the likelihood that RU students graduate with the skills needed to be effective in their designated field.

Faculty and Staff for HCN

As of December 31, 2021, HCN’s faculty consists of approximately 160 faculty members with relevant teaching and nursing or healthcare practitioner experience.

HCN also employs approximately 160 professional staff members who administer HCN’s academic, technology, service, and business operations.

HCN has approximately 110 full-time faculty members with the remainder designated as part-time.

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 must have earned the minimum of a master’s degree.

All HCN faculty whose instruction is nursing theory-based must have an active and unencumbered license to practice as a Registered Nurse.

In addition to the formal education of HCN’s faculty members, many have also obtained specialized certifications in the field of nursing to practice as a Registered Nurse.

We believe that selecting well-educated and qualified faculty members is important to HCN’s opportunity for success.

In addition to having the necessary educational requirements, HCN seeks faculty members who have demonstrated experience in the field of nursing.

Almost all faculty who teach HCN’s nursing courses have nursing experience in a clinical setting, which we believe helps teach HCN’s students the skills needed to be effective and safe caregivers.

Intellectual Property

We and our subsidiary institutions own and exercise rights associated with copyrights, trademarks, service marks, domain names, agreements, and registrations to protect our intellectual property.

Our institutions own all course syllabi and course and instructional materials developed by their faculty and employees and, as such, these course materials may be used by our institutions in current and future courses as needed to facilitate instruction and may be modified by our institutions to meet evolving course or curriculum requirements.

In general, our institutions do not assert ownership claims to scholarly works of their faculty, such as articles and books, which were not developed as course materials.

Such intellectual property of our institutions’ individual faculty members remains the property of each such faculty member and is reserved specifically for use only by the faculty member who owns it unless the faculty member grants permission for use by others.

Our institutions rely on agreements under which they obtain rights to use course content developed by faculty members and other third-party content providers.

Our institutions own the copyright for a work by a faculty member if the institutions compensated the faculty member for the particular product or if the institution funded the research in whole or in part.

We or our institutions have secured or claim rights to trademarks for various names and terms used in our and their business, including rights in “American Public University System,” “American Military University,” “American Public University,” and “Rasmussen University” and others.

In connection with our acquisition of HCN, we received a royalty-free, irrevocable, exclusive, transferable, sublicensable license to use the name “Hondros College of Nursing” and, instead of “Nursing,” any other qualifier directly related to nursing, medicine, or healthcare in connection with the business and operations of HCN.

The trademarks and service marks we use are central to a number of our institutions’ marketing efforts, and we believe they are important to how prospective students identify them.

Our institutions also own rights to internet domain names pertaining to their brand names and other unique descriptors.

We and our institutions vigorously defend against infringement of intellectual property rights, including trademarks, service marks and copyrights.

As of December 31, 2022, our employee diversity was as follows:

People of Color (2)

APUS 54 % 22 %

HCN 75 % 26 %

GSUSA 52 % 42 %

Corporate 57 % 25 %

(1) Consists of employees self-identifying as female.

(2) Consists of employees self-identifying as Black or African American, Hispanic, Asian American, Native American, or more than one race.

Diversity and inclusion are at the core of our values, and we believe that reflects the expectations of students we serve.

In the first quarter of 2023, we launched an enterprise-wide, cross-functional Inclusion and Impact Council that includes members of executive leadership and focuses on driving awareness and harmonization around diversity, equity, inclusion, and belonging initiatives.

To support our diversity and inclusion efforts, we also have diversity and inclusion task forces and committees at our institutions.

Talent Development and Retention

We believe the quality of our faculty and non-faculty staff is critical to the student experience and student outcomes and is therefore vital to our institutions’ success.

Hiring competition is intense, especially for faculty in specialized areas and qualified executives.

RU and HCN also compete with both nursing schools and traditional employers of healthcare professionals to fill open faculty positions.

A nursing faculty shortage continues, adversely affecting our ability to recruit and retain qualified nursing faculty at RU and HCN.

We believe that current job market dynamics, including low unemployment, have further increased the challenge of hiring and employee retention.

Overall, turnover of our employees during 2022 increased when compared to 2021.

Excluding RU and GSUSA, which were not part of the organization for all of 2021, turnover in 2022 increased approximately 14% to 24%, depending on segment.

For 2022, 8.3% of full-time employee terminations were voluntary and 19.6% were involuntary.

Turnover in 2021 was approximately 6% to 10% higher than in 2020, depending on segment.

Although we have taken additional steps to retain our current faculty and source and recruit talent, there can be no assurance that our efforts will be successful.

Our strategic initiatives require our personnel to perform at a high level and to adapt and learn new skills and capabilities.

New faculty members complete on-boarding, orientation, and training.

All faculty have annual development opportunities and requirements.

In addition, our institutions regularly review faculty performance.

We have implemented a centralized talent and transformation team to focus on improving internal learning and development practices and succession planning to ensure that we cultivate skills needed to deliver high quality student outcomes and help grow our operations.

In 2022, we invested in both change management and integration talent at the Company level to assist in further integrating our institutions, and we implemented a consistent compliance training approach across the organization.

We are committed to working to ensure that new hires and employees are fully trained on key compliance issues in a timely manner, and we review all required compliance trainings to ensure the training is comprehensive.

Staffing our Institutions

We believe that hiring and retaining well-educated and qualified faculty members is important to our success.

We have centralized more of our talent acquisition function in an effort to improve talent search efficiency, increase the consistency of our sourcing practices, and strengthen hiring processes.

This centralization and new leadership has significantly reduced our time to fill metrics and improved our ability to assess talent needs company-wide.

Within the first six months after centralizing hiring for all staff across APEI, APUS, RU, and GSUSA and all faculty at RU, the average time to fill new positions decreased by 28%.

At APUS, approximately 65% of our full-time faculty have a terminal degree in their field of study, and virtually all undergraduate faculty members hold graduate degrees.

At RU and HCN, all nursing faculty have earned a BSN or higher.

Many APUS faculty members have relevant experience at other universities and within military, corporate, and government

institutions.

In addition to having the necessary educational requirements, RU and HCN seek faculty members who have demonstrated experience in the field of nursing.

Employee Engagement and Relations

We measure employee engagement, including faculty, on an ongoing basis by soliciting feedback, including a company-wide engagement survey for all employees in 2022, in order to understand the views of our employees.

The results from engagement surveys are used to implement programs and processes designed to enhance employee engagement and improve the employee and faculty experience.

None of our employees are parties to a collective bargaining agreement, and management considers employee relations to be good.

Health and Safety

We are committed to the health and well-being of our employees and assess our well-being initiatives and marketplace trends on an ongoing basis.

Beginning in 2022, we began to increase our focus on employee well-being.

For example, we enlarged our Total Rewards Team, which is focused on benefits and well-being, we harmonized paid-time off policies across the Company, and we started quarterly benefits town hall meetings hosted by executive leadership.

In 2023, we added paid parental leave to support our employees and their families and as an additional retention tool.

Since the abatement of the COVID-19 pandemic, we have allowed employees to return to a hybrid work setting, and we continue monitoring guidelines and regulations and updating our policies accordingly.

Employees are continuing to follow a blended model of working onsite and remotely, and we have committed to determining the optimal mix of site-based, flexible, and fully remote work models on a department and role basis.

Driven in part by the immediate need to respond to the impact from Hurricane Ian, in the fourth quarter of 2022, we began developing a new company-wide disaster response protocol in an effort to ensure smooth execution of assistance, recovery efforts, and leadership response focused not just on operational matters, but on supporting our employees.

Community Impact

We intend for our Inclusion and Impact Council to lead efforts to ensure that we positively impact the communities in which our employees work and live, including by organizing volunteer opportunities.

Beginning in 2023, we are providing full-time employees, faculty, and staff with eight hours of additional paid time off for volunteering and giving back to society.

Information About our Executive Officers

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Sunderland, Jr., CPA 62 Executive Vice President, Chief Financial Officer, APEI

Dyberg 58 Executive Vice President, Chief Technology Officer, APEI

MacGibbon 59 Executive Vice President, Chief Information Officer, APEI

Tognola 52 Executive Vice President, Chief Experience Officer, APEI

Beckett 55 Senior Vice President, General Counsel and Secretary, APEI

Katherine Zatz 62 Acting President, APUS

Slagle 60 President, RU

Wilkins 65 Chief Executive Officer HCN, and Executive Vice President, Strategy, Growth and Innovation, APUS

Axenson 47 Senior Vice President, Chief Human Resources Officer, APEI

Fernandes 46 President, APUS

Javier Miyares 76 Acting President, RU

Wilkins 66 Chief Executive Officer, HCN

Angela Selden joined us in September 2019 as President and Chief Executive Officer and a member of our Board of Directors.

Prior to joining us, Ms.

Selden served as Chief Executive Officer of DIGARC, LLC, an education technology provider to higher education institutions, since October 2016.

Selden had previously served as Chief Executive Officer of DIGARC, LLC, an education technology provider to higher education institutions, since October 2016.

From July 2015 until April 2016, Ms.

Selden was Interim Chief Executive Officer of Skybridge Americas, a global contact center and provider of fulfillment solutions, and served as a member of its board of directors from July 2015 through December 2018.

Selden was Interim Chief Executive Officer of Skybridge Americas, a global contact center and provider of fulfillment solutions, and she served as a member of its board of directors from July 2015 through December 2018.

Prior to Skybridge Americas, Ms.

Selden served as Chief Executive Officer of Workforce Insight, LLC, a global provider of strategic workforce management, from April 2014 to April 2015, after Workforce Insight’s acquisition by Baird Capital Partners, where Ms.

Selden served as Chief Executive Officer of Workforce Insight, LLC, a global provider of strategic workforce management, from 2014 to 2015, after Workforce Insight’s acquisition by Baird Capital Partners, where Ms.

Selden served as Executive in Residence from 2013 to 2014 and participated in the acquisition of Workforce Insight.

Prior to her role at Baird, Ms.

Selden served as Chief Executive Officer and Executive Co-Chairman of Arise Virtual Solutions, Inc., a virtual workforce solutions outsourcer from January 2005 until August 2011.

Selden served as Chief Executive Officer

and Executive Co-Chairman of Arise Virtual Solutions, Inc., a virtual workforce solutions outsourcer from January 2005 until August 2011.

Earlier in her career, Ms.

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Sunderland, Jr., CPA joined us in February 2011 as a consultant and became Senior Vice President of Finance of APUS in December 2012.

Effective January 1, 2014, Mr.

In January 2014, Mr.

Sunderland was appointed Executive Vice President and Chief Financial Officer of APEI.

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from 1993 to 2004.

Dyberg joined us in May 2018 as Executive Vice President and Chief Technology Officer, having previously served as interim Chief Information Officer in a consulting capacity from mid-December 2017.

Dyberg was previously a Principal with The WGroup, an information technology management consulting firm, from August 2017 to April 2018 and Managing Director for custom software development company Luxoft Holding, Inc.

from December 2015 to February 2017.

Dyberg also served as Executive Vice President and Chief Technology Officer of publishing company John Wiley & Sons, Inc.

from February 2012 to August 2015, Senior Vice President of Global Solutions Development at LexisNexis Group Inc.

from 2009 through 2011, and Chief Information Officer in the Business Information Group of The McGraw-Hill Companies from 2005 through 2009.

Tognola joined us in January 2022 as Executive Vice President and Chief Experience Officer, having previously served as the Senior Vice President, Commercial Operations, Chief Marketing Officer and Chief Operating Officer for Laureate Education Inc.’s online flagship institution, Walden University from January 2017 until January 2022.

MacGibbon joined us in August 2022 as Executive Vice President and Chief Information Officer.

Prior to joining APEI, Mr.

MacGibbon was a partner of Wavestone US (formerly WGroup), the North American arm of Paris-based global management and IT consulting firm Wavestone, from July 2019 to August 2022.

Before joining Wavestone US, Mr.

MacGibbon was the Chief of Application Development and Support of Synovus Financial Corporation from August 2015 to August 2019, Vice President of Global Shared Services of Las Vegas Sands Corporation from 2014 to 2015, Chief Information Officer of UIL Holdings Corporation (now Avangrid) from 2013 to 2014 and Senior Vice President and Chief Information Officer of Enterprise Solutions of Fifth Third Bank from 2010 to 2013.

MacGibbon has also held leadership roles with Michelin North America, Hubbell Inc., Emerson Electric Co., and Goldwell Cosmetics.

MacGibbon began his career in the US Navy, serving four years as an Avionics technician.

Tognola joined us in January 2022 as Executive Vice President and Chief Experience Officer, having previously served as the Senior Vice President, Commercial Operations, Chief Marketing Officer and Chief Operating Officer of Walden University, a subsidiary of Laureate Education Inc., from January 2017 until January 2022.

Prior to that, Mr.

Tognola served as the Vice President, Global Digital Marketing and Enrollment/Sales and the Divisional Vice President Global Digital Marketing and Sales for Laureate Education, Inc.

from August 2011 until December 2016.

Tognola served as the Vice President, Global Digital Marketing and Enrollment/Sales and then Divisional Vice President, Global Digital Marketing and Sales, of Laureate Education, Inc.

from 2011 until 2016.

Earlier, he served in a variety of marketing roles for 20x200.com, Gogo Inc., Medco Health Solutions, Prudential Financial, and AT&T.

Beckett joined us in April 2011 as Director, Legal Affairs for APUS, in January 2012 became Vice President, Legal Affairs, and since January 2016, has served as our Senior Vice President and General Counsel, and Secretary since June 2016.

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Beckett is on the board of directors of Shenandoah Telecommunications Company, a wireless telephone and cable services company.

Katherine Zatz joined APUS in November 2021 as the Acting President.

Prior to her appointment as Acting President, Dr.

Zatz served as the Chair of the Board of Trustees for APUS.

Zatz was a senior consultant in organizational development, assessment, change management and employee engagement with Toolpack Consulting LLC, a boutique firm, from 2004 until 2021.

As a consultant, she served as the School Director and Assistant Dean of Petrocelli College at Fairleigh Dickinson University from August 2017 until February 2020, the Vice President of Student Development at Petrocelli College at State University of New York-Rockland Community College from 2005 to 2008, and the Dean of Students, Senior Student Affairs and Enrollment Officer, at Hudson County Community College from 1997 until 2005.

Zatz was first appointed to the APUS Board in 2004, and during her time on the APUS Board served as Chair for a combined approximately 10 years.

Slagle joined us in September 2021 as a result of the Rasmussen Acquisition.

Slagle has served as the Chief Executive Officer of RU since 2010.

Prior to joining RU, Mr.

Slagle was president and Chief Operating Officer for School Specialty, a leading provider of K-12 supplies and supplementary materials.

Before entering the education industry, Mr.

Slagle spent 23 years in various leadership positions in the healthcare field with Johnson & Johnson, Baxter Healthcare and Cardinal Health.

Upon leaving Cardinal, he was Group President of the company’s $7.5 billion medical segment.

Axenson joined us in July 2022 as Senior Vice President and Chief Human Resources Officer.

Prior to joining APEI, Ms.

Axenson served as Senior Vice President of HR and Chief Diversity Officer of Erickson Senior Living, which develops, operates, and manages continuing care retirement communities, from January 2021 to July 2022.

Previously, Ms.

Axenson also served as Vice President and Chief Human Resources Officer of Aerotek, Inc., a leading talent solutions provider, from September 2012 to January 2021.

Axenson also previously held various other human capital and legal roles at Exelon/Constellation Energy, an energy provider, and served as an associate attorney at Gibson, Dunn & Crutcher LLP.

Fernandes joined APUS as President in September 2022.

Prior to joining APUS, Mr.

Fernandes served at Ilumno, a company that partners with universities in Latin America to expand access to higher education throughout the region, as President and Chief Executive Officer from May 2019 to September 2022, Executive Vice President, Global Operations and Strategic Alliances from April 2018 to May 2019, Executive Vice President, Strategic Alliances from May 2017 to April 2018, Senior Vice President, Global Operations from September 2016 to May 2017, Chief Marketing and Operations Officer from September 2015 to September 2016, Senior Vice President Marketing, Enrollment and Student Services from January 2014 to September 2015 and Senior Vice President Marketing, Enrollment from January 2013 to January 2014.

Fernandes has also held various leadership roles at Overseas Leisure Group and Bosch.

Javier Miyares joined RU as Acting President in June 2022.

Prior to his appointment as Acting President, Mr.

Miyares served as President of University of Maryland Global Campus from 2019 to 2020.

In addition, Mr.

Miyares served in various capacities at the University of Maryland University College, including President and Acting President from 2012 to 2019, Senior Vice President for Institutional Effectiveness from 2011 to 2012 and Vice President for Planning, Research and Accountability from 2001 to 2011.

Prior to this, while at University System of Maryland, Mr.

Miyares was the Associate Vice

Chancellor for Finance and Administration from 1999 to 2001, the Assistant Vice Chancellor for Academic Affairs from 1994 to 1999, and the Director or Institutional Studies and Analysis from 1991 to 1994.

Wilkins rejoined us in May 2019 as the Chief Executive Officer of HCN, a position he previously held from December 2013 until his retirement in December 2015.

In July 2021, Mr.

Wilkins became the Executive Vice President, Strategy, Growth and Innovation, of APEI and APUS.

From July 2021 until June 2022, Mr.

Wilkins was also the Executive Vice President, Strategy, Growth and Innovation of APUS.

Prior to December 2013, Mr.

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Wilkins had various executive roles, including serving as the Chief Financial Officer of Strayer Education, Inc., now Strategic Education, Inc.

Intellectual Property

We and our institutions own and exercise rights associated with patents, copyrights, trademarks, service marks, domain names, agreements, and registrations to protect our intellectual property.

In general, our institutions do not assert ownership claims to scholarly works of their faculty, such as articles and books, which were not developed as course materials.

Our institutions rely on agreements under which they obtain rights to use course content developed by faculty members and other third-party content providers.

Our institutions own the copyright for a work by a faculty member where there has been express agreement on such ownership, if the institutions compensated the faculty member for the particular product, or if the institutions funded the research in whole or in part.

We or our institutions have secured or claim rights to trademarks for various names and terms used in our and their respective businesses, including rights in “American Public Education, Inc.,” “American Public University System,” “American Military University,” “American Public University,” “Rasmussen University” and others.

The trademarks and service marks we use are central to our institutions’ brand identities overall and marketing efforts, including how prospective students identify them.

Our institutions also own rights to internet domain names pertaining to their brand names and other unique descriptors.

We and our institutions vigorously defend against infringement of intellectual property rights, including trademarks, service marks and copyrights.

Seasonality and Quarterly Fluctuations

We experience fluctuations in quarterly results and, therefore, the results in any quarter may not represent the results we may achieve in any subsequent quarter or full year.

Operating results fluctuate as a result of seasonal or other variations in enrollments.

For example, historically, across our institutions, our enrollments are higher in the fall term when students traditionally start their education.

Our student population also 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 to continue.

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.apei.com.

Information on or available through our website is not incorporated by reference in this Annual Report, and any reference to our website is intended to be an inactive textual reference only.

REGULATORY ENVIRONMENT

We and our institutions are regulated by (i) accrediting agencies, (ii) state regulatory bodies, and (iii) the federal government through ED.

APUS, RU, and HCN are approved to participate in military tuition assistance programs, or TA, administered by the U.S.

Department of Defense, or DoD, and veterans’ education benefits programs administered by the U.S.

Department of Veterans Affairs, or VA, and are therefore also subject to oversight by those agencies.

APUS, RU, and HCN are approved to participate in TA programs administered by DoD and veterans’ education benefits programs administered by the VA and are therefore also subject to oversight by those agencies.

Regulations, standards, and policies of these agencies address the vast majority of our operations, including our educational programs, facilities, instructional and administrative staff, administrative procedures, marketing, recruiting, and financial operations and condition .

We are also regulated in some cases other federal agencies including the Consumer Financial Protection Bureau, or CFPB, and Federal Trade Commission, or FTC.

The postsecondary education regulatory environment is complex and continues to evolve.

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Additional information regarding the regulatory and legislative environment and potential risks associated with it is available below and in the section entitled “Risk Factors” in this Annual Report.

COVID-19 Pandemic

In March 2020, Congress passed the Coronavirus Aid, Relief, and Economic Security Act, or the CARES Act, in response to COVID-19 and its related effects.

The CARES Act included provisions designed to provide relief to higher education institutions in connection with the pandemic, including by creating the Higher Education Emergency Relief Fund, or HEERF, which included $12.6 billion in funding for higher education institutions.

The CARES Act authorized ED to allocate HEERF funding based on a statutory formula that accounted for the relative share of full-time students who are Pell Grant recipients and that excluded students who were enrolled exclusively in distance education courses prior to the COVID-19 emergency from the calculation.

Wholly online institutions such as APUS were therefore not eligible to receive an allocation of funding under the CARES Act HEERF.

The CARES Act required recipient institutions to use at least 50% of their HEERF funds to provide emergency grants to students for expenses related to the disruption of campus operations due to COVID-19.

The CARES Act also permitted institutions to use up to 50% of their HEERF funds to cover any costs associated with significant changes to the delivery of instruction due to COVID-19, with certain exceptions.

By June 30, 2020, HCN distributed its entire allocation of $3.1 million in CARES Act HEERF funds to eligible students.

In December 2020, Congress passed a law that includes the Coronavirus Response and Relief Supplemental Appropriations Act, or the CRRSAA, which contained several education-related provisions.

The CRRSAA appropriated an

additional $22.7 billion for the HEERF, or HEERF II, to be distributed to higher education institutions.

The HEERF II allocation formula differs from the HEERF formula in several ways, including new allocations for institutions based on the number of students enrolled exclusively in distance education and included certain restrictions regarding allowable uses of HEERF II funds.

Under this formula, ED allocated approximately $600,000 for APUS and $2.0 million for HCN.

Both APUS and HCN distributed the entirety of their allocated CRRSAA HEERF funds to eligible students.

In March 2021, Congress passed the American Rescue Plan Act of 2021, or ARPA, which includes an additional $40 billion for HEERF, or HEERF III.

ARPA incorporates CRRSAA’s restrictions regarding allowable uses of HEERF funds.

ARPA’s HEERF III allocation formula decreases the amount of funds allocated to for-profit institutions.

Under this formula, ED allocated approximately $330,000 for APUS and $1.2 million for HCN.

APUS distributed the entirety of the allocated HEERF III funds to eligible students during the third quarter.

HCN declined its HEERF III allocation.

Prior to its acquisition by APEI, RU received allocations under the CARES Act HEERF and HEERF II, and declined its HEERF III allocation.

ED has issued several guidance documents regarding the appropriate use of HEERF funds and related reporting requirements and regarding regulatory flexibility in the administration of federal student aid as a result of challenges related to COVID-19.

These guidance documents provide institutions further information on allowable practices for the administration of federal work study, measurement of satisfactory academic progress, and proper return of unearned federal student aid to ED.

In addition, as a result of the CARES Act and subsequent administrative actions, ED implemented a temporary freeze on payments and interest accruals for federal student loans.

This administrative forbearance period began on March 20, 2020 and will run until at least May 1, 2022.

We cannot predict the extent to which the COVID-19 pandemic or related regulatory or legislative activity may impact us or our institutions in the future.

Accreditation

Institutional Accreditation

Accreditation is a voluntary, non-governmental process through which an institution submits to review its institution or programs 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, and publicly recognize those institutions or programs that meet the stated criteria and are considered accredited institutions or accredited programs.

Accredited institutions and programs are subject to periodic review to ensure institutional and program integrity, to encourage continued high performance and improvement, and to confirm that accreditation criteria continue to be satisfied.

Accredited institutions and programs are subject to periodic review to assess institutional and program integrity, to encourage continued high performance and improvement, and to confirm that accreditation criteria continue to be satisfied.

An institution or program that does not meet the criteria may have its accreditation limited, revoked, or not renewed.

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The loss of ability of one of our institutions to participate in either Title IV programs or TA could have a material adverse effect on our business and financial condition.

Additional information about each of our institutions’ accreditation is provided above in each reporting segment’s “Our Institutions - Accreditation” section and as follows:

• American Public University System, or APUS, is institutionally accredited by The Higher Learning Commission, or HLC, a regional accrediting agency recognized by ED.

HLC accredits degree-granting institutions in a 19-state region, including West Virginia.

In August 2021, HLC granted APUS re-accreditation, with the next reaffirmation of accreditation scheduled for 2030-2031.

• Rasmussen University, or RU, is institutionally accredited by HLC.

In December 2020, HLC granted RU re-accreditation, with the next reaffirmation of accreditation scheduled for 2025-2026.

RU is on the Open Pathway designation.

• Hondros College of Nursing, or HCN, is institutionally accredited by the Accrediting Bureau of Health Education Schools, or ABHES.

Additional information about each of our institutions’ accreditation is provided above in “Our Institutions and Operations – Our Institutions – Academics – Accreditation” and as follows:

• APUS is institutionally accredited by HLC.

APUS’s next reaffirmation of accreditation is scheduled for 2030-2031.

APUS is accredited with the Open Pathway designation, which affords institutions greater opportunity to pursue institutional improvement projects than the alternative Standard Pathway designation.

• RU is institutionally accredited by HLC.

RU’s next comprehensive evaluation for reaffirmation of accreditation is scheduled for 2025-2026.

RU is accredited with the Open Pathway designation.

• HCN is institutionally accredited by ABHES.

In February 2021, ABHES granted HCN continued accreditation through February 2027 for all programs at all campuses.

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Alternatively, ABHES may in its discretion provide an opportunity for a program that is not meeting ABHES’ outcomes thresholds to come into compliance within a period

of time specified by ABHES, and ABHES may extend the period for achieving compliance if a program demonstrates improvement over time or other good cause.

In prior years, several HCN programs at certain HCN campuses have failed to satisfy ABHES’s student achievement measures, and as a result ABHES has placed certain locations and programs on outcomes reporting status and required action plans.

For the reporting year ended June 30, 2021, several HCN programs at certain campuses did not satisfy ABHES’s threshold requirements for retention rates.

The retention rates were instead between 55% and 69% for the reporting year.

ABHES has asked HCN to provide updated rates for the period July 1, 2021 through March 31, 2022 and an updated action plan to address any rate that remains below 70% in that period.

There can be no assurance that HCN will be able to demonstrate compliance in all relevant metrics.

If HCN fails to meet student achievement indicators and is unable to maintain compliance during any timeframe established by ABHES, unless such timeframe is extended for good cause, ABHES may take other action, up to and including withdrawing accreditation for those programs.

For the reporting year ended June 30, 2022, the PN program at the Akron, Cincinnati, Cleveland, Columbus, Dayton, and Toledo campuses, and the ADN program at the Akron campus, were below the benchmark for retention.

ABHES previously asked HCN to provide updated rates for the period July 1, 2021 through March 31, 2022 and an updated action plan to address any rate that remained below 70% in that period.

HCN expects that ABHES will require programs below benchmark to provide similar reports based on the retention rate from the period between July 1, 2022 through March 31, 2023.

The PN program at the Cincinnati, Cleveland, Columbus, and Dayton campuses were below benchmark in both 2020-2021 and 2021-2022, and in February 2023, ABHES placed the PN program at each of these campuses on program-specific warning status, which directs HCN to justify why approval of each program should not be withdrawn, which at a minimum will require HCN to demonstrate that it has developed and implemented a corrective action plan.

For more information on the risks associated with these rates and program-specific warning status, refer to the risk factor in “Risk Factors” with the caption beginning “A failure of HCN to satisfy ABHES accreditation standards...”.

• GSUSA is institutionally accredited by ACCET.

GSUSA does not participate in the Title IV, TA, or VA education benefits programs.

Institutional accreditation is an important attribute of our institutions.

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Failure to maintain our institutional accreditations would result in the loss of eligibility to participate in Title IV programs and TA.

In addition to institutional accreditation, our institutions have obtained programmatic accreditation or professional recognition for certain programs, as described more fully above in each reporting segment’s section under “Our Institutions” entitled “Accreditation.” Among other standards and requirements, programmatic accreditors may utilize benchmarks for students outcomes in the programs they accredit and may require the institution to address outcomes that fail to satisfy those benchmarks or may take other action based on such matters.

Programmatic Accreditation and Professional Recognition

Among other standards and requirements, programmatic accreditors may utilize benchmarks for student outcomes in the programs they accredit and may require the institution to address outcomes that fail to satisfy those benchmarks or may take other action based on such matters.

If one of our institutions fails to satisfy the standards of these programmatic accrediting agencies or professional organizations for the relevant programs, the institutions could be subject to restrictions or could lose the programmatic accreditation or professional recognition for those programs, which could result in materially reduced student enrollments, prevent the institution from offering the programs in certain states where programmatic accreditation is required, or prevent our students from seeking and obtaining licensure or employment.

The Accreditation Commission for Education in Nursing, or ACEN, accredits certain RU PN and ADN programs at certain RU locations.

RU’s Illinois ADN program has been in candidacy status for initial accreditation with ACEN since July 2020.

ACEN will not grant accreditation to a program on probationary status with the Illinois Department of Financial and Professional Regulation, or IDFPR, as RU’s Illinois ADN program is.

The current candidacy is set to expire in July 2024.

In September 2021, ACEN granted RU’s ADN program in Bloomington, Minnesota continued accreditation with conditions, and in September 2022, ACEN granted RU’s ADN and PN programs in Moorhead, Minnesota and RU’s ADN program in Overland Park, Kansas continued accreditation with conditions, in each case because the program experienced first-time NCLEX pass rates below ACEN’s required threshold.

For the two Moorhead, Minnesota programs, ACEN also identified evidence of noncompliance with respect to analysis and use of assessment data in program decision-making.

The ADN programs have two years, and the PN program has 18 months, from the date the conditions were imposed, to demonstrate compliance with all criteria related to the standard for which the programs were found to be in noncompliance.

If compliance is not achieved by the end of the monitoring period, ACEN may determine to deny continuing accreditation absent good cause.

State Authorization/Licensure

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Furthermore, in some states it may take a significant amount of time to meet the applicable regulatory requirements with respect to a new program initiative, or we may not be able to do so at all.

The State Authorization Reciprocity Agreement, or SARA, is a voluntary agreement among member states, districts, and territories that establishes national standards for interstate offering of postsecondary distance education and is intended to make it easier for students to take online courses offered by institutions based in another jurisdiction.

The State Authorization Reciprocity Agreement, or SARA, is a voluntary agreement among member states (all states except California), districts, and territories that establishes national standards for interstate offering of postsecondary distance education and is intended to make it easier for students to take online courses offered by institutions based in another jurisdiction.

SARA requires member jurisdictions to approve institutions in their jurisdiction to participate in SARA, based upon institutional accreditation and financial stability, and to resolve student complaints.

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As a result, an institution may still be required to obtain state authorization from, for example, agencies, or boards responsible for professional licensure.

For information on our institutions’ status under SARA, please refer to “State Authorization/Licensure of Our Institutions” below.

For information on our institutions’ status under SARA, please refer to “State Authorization/Licensure of Our Institutions” in this Annual Report.

Many states also have specific requirements that an individual must satisfy in order to be licensed as a professional in a specified field.

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“Home” State Authorization

ED regulations specify how an institution may demonstrate, as required by ED, that it is authorized to offer postsecondary education programs by the state(s) where it is located, which we refer to as its “home” state, and that the home state otherwise satisfies ED requirements.

ED regulations specify how an institution may demonstrate, as required by ED, that it is authorized to offer postsecondary education programs by the state(s) where it is located, including the state where its main campus is located, which we refer to as its “home” state, and that the home state otherwise satisfies ED 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.

If one of our institutions were to lose its ability to participate in Title IV programs in connection with “home” state authorization requirements, it would also lose its ability to participate in TA and VA, be unable to operate in the state and grant credentials, and lose institutional accreditation.

State Authorization of Online Education

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APUS is authorized to enroll students from each of the 50 states and the District of Columbia.

APUS is headquartered in Charles Town, West Virginia.

APUS is authorized to offer its programs by the West Virginia Higher Education Policy Commission, or WVHEPC.

APUS is headquartered in Charles Town, West Virginia, and is authorized to offer its programs by the West Virginia Higher Education Policy Commission, or WVHEPC.

Under current law, if APUS were to lose its accreditation by HLC, WVHEPC may suspend, withdraw, or revoke APUS’s authorization.

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Until June 30, 2021, APUS was also required to be certified by the State Council of Higher Education for Virginia, or SCHEV, because it had administrative offices in Manassas, Virginia.

However, effective May 31, 2021, APUS terminated its lease for administrative offices in Virginia, and APUS therefore did not renew its certification before it expired on June 30, 2021.

However, effective May 31, 2021, APUS terminated its lease for administrative offices in Virginia, and APUS therefore did not renew its certification its SCHEV certification before it expired on June 30, 2021.

RU is headquartered in Bloomington, Minnesota, and has 22 campuses across Florida, Illinois, Kansas, Minnesota, North Dakota, and Wisconsin.

HCN is headquartered in Westerville, Ohio, and has six campuses in Ohio and one in Indiana.

RU and HCN have obtained from the relevant state postsecondary education agencies the requisite authorizations, approvals, or registrations for the states in which they have has campuses.

HCN is headquartered in Westerville, Ohio, and has six campuses in Ohio, one in Indiana, and one in Michigan.

RU and HCN have obtained from the relevant state postsecondary education agencies the requisite authorizations, approvals, or registrations for the states in which they have campuses.

In addition, the nursing education programs offered by RU and HCN are approved by the relevant state boards of nursing.

For HCN, the Indiana State Board of Nursing, or IBN, granted initial accreditation and authorized the admission of the first cohort of students in the PN Program at HCN’s Indianapolis campus in 2020.

In July 2021, the IBN authorized the admission of an additional 30 students per year, increasing the maximum enrollment to 60 students for the 2022 calendar year, and in February 2022, IBN further increased the maximum enrollment to 200 students for the 2022 calendar year.

RU and HCN participate in SARA.

To apply for licensure to practice nursing in the states that we operate, an applicant generally must have successfully completed a nursing education program that has a first-time candidate pass rate on the relevant NCLEX exam that satisfies certain requirements.

To maintain regulatory approval from the state board of nursing or equivalent body in the states that we operate, an educational program must maintain a certain pass rate, as defined by the state, of first-time test takers of the NCLEX.

If a program does not attain this pass rate, the program may face various consequences, including development and implementation of a plan of corrective action, issuance of a corrective order, or revocation of approval pursuant to an adjudication proceeding.

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In addition, if the program’s pass rate is lower than one standard deviation below the average national pass rate for three consecutive years, the program may be subject to additional oversight or a change in accreditation status.

RU and HCN have both had programs that have not met state-established first-time NCLEX benchmarks in recent years.

In 2019 and 2020, RU’s ADN program at the Bloomington campus did not meet the established first-time NCLEX benchmarks.

The Minnesota Board of Nursing conducted a survey visit to the program in April 2021.

Pass rates for this 2021 program came in below the state threshold, which will result in another survey visit in March 2022.

RU’s ADN programs at its campuses in Illinois and in Kansas each experienced 2021 first-time NCLEX pass rates below the applicable state threshold.

This was the second consecutive year for the Illinois and Kansas programs.

In February 2022, the Illinois ADN program was placed on probationary status by the Illinois Department of Professional Regulation, or IDPR, as a result of which RU has two years to demonstrate evidence of implementing strategies to correct deficiencies and satisfy the required NCLEX pass rate.

If after two years the pass rate does not satisfy the required standard, the program will be reevaluated by the IDPR for a determination as to whether the program will be allowed to continue on probation or whether it should be disapproved.

In addition, HCN’s ADN Program has been on provisional approval status in Ohio since March 2017 due to not meeting the first-time pass rate standard for consecutive years.

In recent years, a number of programs at certain RU campuses or in certain states, including its Bloomington, Minnesota, Illinois, Kansas, and Fort Myers, Florida ADN programs and its Moorhead, Minnesota PN program, as well as HCN’s Ohio ADN program, have not met state-established first-time NCLEX benchmarks for consecutive years.

We believe that low pass rates may be the result of a number of factors, including without limitation the academic preparedness of our students, curriculum gaps, changes in the mode of course delivery including the use of virtual courses, testing failures and inconsistencies, imbalances in enrollment and resources, and changes in admission standards.

As a result of the Bloomington program’s pass rates, the Minnesota Board of Nursing, or MBN, conducted a survey of the program and found that RU had not complied with certain MBN rules.

In August 2022, RU entered into a stipulation and consent stemming from the survey findings that requires the program to comply with the established first-time NCLEX pass rate by the end of 2023, maintain a specified student to faculty ratio in 2023, comply with MBN rules, and provide the MBN with quarterly status reports in 2023, with a potential penalty for non-compliance up to and including withdrawal of approval of the program.

In addition, as a result of the order, the Minnesota Office of Higher Education, or MOHE, has informed RU of certain expectations it has with respect to the ADN program, including that RU must identify a clinical site for each student that is no more than 50 miles from the student’s home and must establish pathways for students to continue their education at a non-RU campus if the ADN program loses MBN approval.

RU also fulfilled two information and documentation requests to MOHE in the Fall 2022 academic term and must continuously provide to MOHE NCLEX scores and copies of any reports submitted to MBN or ACEN as they become available.

In February 2022, RU’s Illinois ADN program was placed on probationary status by the IDFPR as a result of which RU is required to temporarily reduce admitted students in the program by 25% and has two years to demonstrate evidence of implementing strategies to correct deficiencies and satisfy the required NCLEX pass rate.

If after two years the pass rate does not satisfy the required standard, the program will be reevaluated by the IDFPR for a determination as to whether the program will be allowed to continue on probation or whether it should be disapproved.

An Illinois statute also requires nursing programs to have achieved accreditation by the end of 2022 in order to meet state approval requirements.

Although the IDFPR has indicated that candidacy status satisfies this requirement, the IDFPR could change its position.

See also “Accreditation – Programmatic Accreditation and Professional Recognition” above.

In April 2022, RU’s Kansas ADN program was issued a notice of concern by the Kansas Board of Nursing, or KBN, requiring RU to submit to the KBN a plan of action to improve its NCLEX pass rates.

The Kansas ADN program has until April 2023 to increase its NCLEX pass rate to the regulatory standard.

Kansas regulations were amended effective January 2022 to increase threshold pass rates and change corrective actions for noncompliance.

The Kansas ADN program experienced pass rates below the amended threshold in 2022.

It is unknown which corrective action standards the KBN may apply, but under the amended standards it could take action up to directing the program to cease admissions.

In February 2023, the Florida Board of Nursing, or FBN, placed RU’s Fort Myers, Florida ADN program on probation until its pass rate reaches the applicable threshold for a calendar year.

RU is required to disclose this status to active and prospective students.

If the program fails to achieve the required NCLEX pass rate within two years following placement on probation, FBN may extend the program’s status for a year, provided demonstrated progress.

However, absent further extension or achievement of the required rate by the end of the extension, Florida law provides that FBN shall terminate the program.

HCN’s ADN program has been on provisional approval status in Ohio since March 2017 due to not meeting the first-time pass rate standard for four consecutive years.

The Ohio Board of Nursing, or OBN, will consider restoring a program to full approval status if the program meets the first-time pass rate standard for at least two consecutive years.

If a program on provisional approval fails to meet OBN requirements at the end of the time period established for provisional approval, the OBN may propose to continue provisional approval for a set time period or may propose to withdraw approval.

RU and HCN have been implementing changes to their delivery and instruction of the ADN program, including programmatic certification improvement plans at RU and curriculum, admissions, and academic achievement and course retake policy changes as HCN, in order to help prepare students and graduates for successful performance on the NCLEX.

However, there is no assurance that these changes will be successful or will not have negative effects on RU’s or HCN’s enrollment.

If RU and HCN are unable to improve NCLEX scores over time, this situation could have an adverse impact on their ability to enroll students and eventually our ability to continue offering the ADN programs associated with the applicable campuses.

Failure to comply with state authorization or licensure requirements could restrict our institutions’ ability to recruit or enroll students or result in other sanctions, including fines and penalties.

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 revenue and have a material effect on our business.

In January 2023, OBN placed HCN’s PN program on provisional approval for a period of 18 months due to two self-reported instances of noncompliance with faculty credential and program records requirements.

As a result, HCN must submit to OBN progress reports evidencing that it meets and maintains nursing program requirements.

Additionally, HCN will host a site visit from OBN in 2024 after which OBN may reconsider the provisional approval status.

If a program on provisional approval fails to meet OBN requirements at the end of the time period established for provisional approval, OBN may propose to continue provisional approval for a set time period or may propose to withdraw approval.

RU and HCN have been implementing changes to their instruction of the ADN program, including programmatic certification improvement plans at RU and curriculum, admissions, and academic achievement and course retake policy changes at HCN, in order to help prepare students and graduates for successful performance on the NCLEX.

However, there is no assurance that these changes will be successful in the required time periods, or will not have negative effects on RU’s or HCN’s enrollment.

If RU and HCN are unable to improve NCLEX scores over time, and in some cases by the deadlines imposed on their programs at certain campuses and in certain states as discussed above, this situation could have an adverse impact on their ability to enroll students and eventually our ability to continue offering the ADN programs associated with the applicable campuses.

Failure to comply with state authorization or licensure requirements has impacted and could in the future restrict our institutions’ ability to recruit or enroll students or result in other sanctions, including fines and penalties.

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 revenue and have a material effect on our business.

Additional information regarding the current impacts and potential risks associated with our NCLEX pass rates is provided in the “Risk Factors” section of this Annual Report.

Student Financing Sources and Related Regulations/Requirements

Our students finance their education through a combination of Title IV programs, TA, education benefits administered by the VA, private loans, corporate reimbursement programs, individual resources and institutional grants, and in the case of HCN an extended payment plan option.

Participation in federal student aid programs, including those administered by DoD and VA, and the extended payment plan option at HCN, adds to the regulation of our operations.

In particular, the HEA and related ED regulations subject us to significant scrutiny in the form of numerous standards we must satisfy in order to participate in and administer Title IV programs.

Our students finance their education through a combination of Title IV programs, TA, education benefits administered by the VA, private loans, corporate reimbursement programs, individual resources, and institutional grants, and in the case of RU and HCN, an extended payment plan option.

Participation in federal student aid programs, including those administered by the DoD and VA, and the extended payment plan option at RU and HCN, adds to the regulation of our operations.

In particular, the Higher Education Act of 1964, as amended, or the HEA, and related ED regulations subject us to significant scrutiny in the form of numerous standards we must satisfy in order to participate in and administer Title IV programs.

Department of Education

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An institution will be certified to participate in the Title IV programs only if, among other things, it enters into a written program participation agreement, or PPA, with ED, which conditions participation in Title IV programs upon compliance with ED regulations and any additional conditions specified in the PPA.

Higher Education Act

The HEA must be periodically reauthorized by Congress and each Title IV program must be funded through appropriations 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.

The reauthorization has been temporarily extended in the years that have followed.

Congress previously considered comprehensive legislation to reauthorize the HEA, including proposals from Republicans and Democrats, referred to as the Student Aid Improvement Act and the College Affordability Act, respectively, and Congress could consider such legislation again in the future.

We cannot predict whether, in what form, or when, the two houses of Congress will reauthorize the HEA or whether, or when, the President will sign reauthorization legislation.

Amendments to the HEA could occur as part of reauthorization, which could require us to modify our business practices and increase administrative costs, thereby negatively impacting our results of operations.

Types of Title IV Financial Aid Programs .

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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.

Recertification generally is required every six years, but may be required earlier, including when an institution undergoes a change in ownership resulting in 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.

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ED subsequently notified APUS that it had completed its review of APUS’s application and had granted APUS provisional certification until June 30, 2023.

APUS must apply for recertification by March 31, 2023.

ED issued APUS a provisional program participation agreement, or PPPA, outlining the terms of provisional certification.

As described in the PPPA, the reason ED granted approval on a provisional basis is because APUS was subject to an open program review at the time of renewal.

The program review had been pending since September 2016 when ED had initiated a program review of APUS’s administration of the Title IV programs during the 2014-2015 and 2015-2016 award years.

The program review was closed on January 27, 2021 with no findings, penalties, or further action required.

ED closed the program review based on the length of time that had passed since the related site visit, the continued monitoring of the institution through annual compliance audits, and APUS’s assertions that it had taken corrective actions with respect to findings in the 2016 Title IV compliance audit Final Audit Determination letter issued in January 2018.

In July 2021, ED notified RU that in connection with RU’s March 2019 change in ownership, ED was imposing certain temporary growth restrictions on the institution, including imposing limitations on new programs and locations and imposing a cap on the number of students that participate in Title IV programs that can be enrolled.

As described in the PPPA, ED granted approval on a provisional basis because APUS was subject to an open program review at the time of renewal.

That program review was closed in January 2021 with no findings, penalties, or further action required.

In July 2021, ED notified RU that in connection with RU’s March 2019 change in ownership that preceded our acquisition of RU, ED was imposing certain temporary growth restrictions on the institution, including imposing limitations on new programs and locations and imposing a cap on the number of students that participate in Title IV programs that can be enrolled.

ED also continued to require RU to submit periodic financial and Title IV enrollment reports, a requirement first imposed in connection with the financial responsibility letter of credit described below.

On September 9, 2021, RU timely submitted a change in ownership and control application to ED seeking approval to participate in the Title IV programs under our ownership.

In September 2021, RU submitted a change in ownership and control application to ED seeking approval to participate in the Title IV programs under our ownership.

ED and RU entered into a Temporary Provisional Program Participation Agreement, or TPPPA, effective as of October 14, 2021, that allows RU to continue disbursing Title IV funds while ED reviews the change in ownership application.

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The TPPPA specifies that after ED reviews and accepts financial statements and compliance audits for one complete fiscal year of RU’s Title IV participation under APEI’s ownership, RU may seek removal of the enrollment cap and approval for new programs that replace current programs.

The TPPPA also specifies that at least until after ED reviews and accepts financial statements and compliance audits that cover the second complete fiscal year of RU’s Title IV participation under APEI’s ownership, RU must seek pre-approval for new locations, new programs that are not replacing current programs, and other changes.

The TPPPA also specifies that at least until after ED reviews and accepts financial statements and compliance audits that cover the second complete fiscal year of RU’s Title IV participation under our ownership, RU must seek pre-approval for new locations, new programs that are not replacing current programs, and other changes.

The growth restrictions under the TPPPA could limit or adversely affect RU’s growth opportunities, including restricting its ability to serve additional students, particularly additional nursing students, and limiting its ability to continue to evolve to address current needs by providing new or changed programs.

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ED subsequently notified HCN that it had been granted provisional certification until September 30, 2023.

As described in the provisional program participation agreement, or PPPA, the reason ED granted approval on a provisional basis is because HCN was subject to an open program review at the time of recertification.

The program review has been pending since July 2021 when ED requested information for an off-site program review to begin in August 2021.

As described in Compliance with Regulatory Standards and Effect of Regulatory Violations – Compliance Reviews, in January 2022, HCN received a program review report from ED and must respond to ED by April 2022.

HCN must apply for recertification by June 30, 2023.

As described in the PPPA, ED granted approval on a provisional basis because HCN was subject to an open program review at the time of recertification.

As described in “Compliance with Regulatory Standards and Effect of Regulatory Violations – Compliance Reviews”, in July 2022, HCN received a final program review determination from ED, and in September 2022, ED notified HCN that it had closed the program review and no further action was required.

Administrative Capability.

ED regulations specify extensive criteria that an institution must satisfy to establish that it has the requisite administrative capability to participate in Title IV programs.

These criteria relate to, among other things, institutional staffing, operational standards such as procedures for disbursing and safeguarding Title IV program funds, timely submission of accurate reports to ED, referring to ED’s Office of Inspector General, or ED OIG, credible information that a student or employees with Title IV responsibilities may have engaged in fraud or illegal conduct in connection with Title IV program administration, and various other procedural matters.

Financial Responsibility.

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Generally, an institution’s financial ratios must yield a composite score of at least 1.5 for the institution to be deemed financially responsible.

Under certain circumstances, an institution may be able to establish financial responsibility on an alternative basis by complying with various conditions.

A composite score between 1.0 and 1.4 is considered by ED to be in the “zone”, and the “zone alternative” permits institutions to demonstrate financial responsibility by meeting specific monitoring requirements.

Under the zone alternative, an institution:

must request and receive funds under the heightened cash monitoring or reimbursement payment methods (resulting in a delayed method of cash funding for Title IV aid);

may be required to provide additional information to ED upon request (e.g., early submission of financial statement and compliance audit, information about current operations and future plans);

must require its auditor to express an opinion regarding compliance with zone alternative requirements;

and must provide timely information to ED regarding certain oversight and financial events.

As of September 30, 2020, prior to the Rasmussen Acquisition, RU had a composite score equal to 1.4.

RU elected to post a letter of credit with ED totaling $23.1 million, which represents 10% of the Title IV program funds received by RU during its most recently completed fiscal year.

Upon the closing of the Rasmussen Acquisition, APEI was required to fund this letter of credit using a restricted deposit account that required a deposit of 105%, or $24.2 million, to secure the RU letter of credit.

Under the TPPPA for RU described above, a letter of credit will continue to be required at least until ED reviews and accepts financial statements and compliance audits that cover one complete fiscal year of RU’s Title IV participation under APEI’s ownership.

Additionally, RU is required to make Title IV disbursements to eligible students and parents under the

heightened cash monitoring payment method, or HCM1.

Under HCM1, RU must first make Title IV disbursements to eligible students and parents and pay any credit balances before the institution requests or receives funds for the amount of those disbursements from ED.

ED may also apply the financial responsibility standards to other entities under common ownership with an eligible institution.

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.

Because ED does not review each of our institution’s financial statements separately, ED’s determination that our consolidated financial statements do not satisfy the

“financial responsibility” requirements could cause all of our institutions to lose access to Title IV program funding or result in other penalties or conditions on continued participation.

Because ED does not review each of our institution’s financial statements separately, a determination by ED that our consolidated financial statements do not satisfy the “financial responsibility” requirements could cause all of our institutions to lose access to Title IV program funding or result in other penalties or conditions on continued participation.

In September 2019, ED published amendments to its financial responsibility standards that took effect July 1, 2020.

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If ED determines that one of our institutions is not financially responsible because of one or more triggering events, the institution would be required to provide an irrevocable letter of credit equal to at least 10% of the amount of federal student financial aid funds received by the institution for the past year.

ED has indicated a target date of April 2023 for publication of proposed regulations to amend the current financial responsibility standards.

The “90/10 Rule.” Under the so-called “90/10 Rule”, a for-profit institution is prohibited from deriving more than 90% of its revenue (as computed by ED) on a cash accounting basis (except for certain institutional loans) from Title IV programs for any fiscal year.

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HCN 82% 81% 80%

In recent years, Congress has considered various proposals that would modify the 90/10 Rule.

ARPA, which was enacted in March 2021, modifies the HEA’s 90/10 Rule to require that a for-profit institution derive not less than 10 percent of its revenue from sources other than “federal education assistance funds”.

The American Rescue Plan Act or ARPA, which was enacted in March 2021, modifies the HEA’s 90/10 Rule to require that a for-profit institution derive not less than 10 percent of its revenue from sources other than “federal education assistance funds”.

ARPA provides that the amendment applies to institutional fiscal years beginning on or after January 1, 2023.

In addition, ARPA provides that the amendment is subject to the HEA’s master calendar requirements and negotiated rulemaking.

On October 4, 2021, ED published its intent to establish a negotiated rulemaking committee related to the 90/10 Rule.

In October 2021, two public hearings were held, and written comments were invited.

An ED final rule to implement the ARPA provision is not expected to go into effect until July 1, 2023 at the earliest.

ARPA does not define “federal education assistance funds.” We expect such definition to be developed as part of the required negotiated rulemaking and anticipate that ED would seek to include TA and VA education benefits in the scope of the definition.

ED published final regulations in October 2022 that address ARPA’s amendments to the 90/10 Rule.

The regulations provide that for fiscal years beginning on or after January 1, 2023, federal funds used to calculate the “90” side of the ratio include Title IV funds and any other educational assistance funds provided by a federal agency directly to an institution or a student, including the federal portion of any grant funds provided by or administered by a non-federal agency, except for non-Title IV federal funds provided directly to a student to cover expenses other than tuition, fees, and other institutional charges.

ED confirmed that the 90/10 Rule would no longer permit institutions to count federal aid for veterans and service members as part of the “10%” side of the ratio.

As a result, effective January 1, 2023, TA and VA benefits are included in the “90%” side of the ratio, and our institutions’ 90/10 Rule percentages will increase, particularly at APUS.

See the Risk Factor captioned “If one or more of our institutions does not comply with the 90/10 Rule, it or they will lose eligibility to participate in federal student financial aid programs.” The final regulations also include other requirements, including:

institutions must request and disburse Title IV funds before the end of the fiscal year (or, for institutions operating under the reimbursement method or the heightened cash monitoring method, make disbursements by the end of the fiscal year and report the funds in the “90%” side of the ratio

for that fiscal year);

institutions are restricted in when and how they can count institutional loans and alternative financing arrangements as non-federal revenue;

institutions may, under certain circumstances, include non-federal revenue from non-Title IV programs in their 90/10 calculation;

and institutions must notify ED and students in a timely manner if they fail the 90/10 Rule.

Incentive Payment Rule.

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Student Loan Defaults.

Under the HEA, an educational institution may lose its eligibility to participate in Title IV programs if defaults on the repayment of federal loans by its students exceed 40% in any one year or 30% for each of three consecutive years.

Under the HEA, an educational institution may lose its eligibility to participate in Title IV programs if defaults on the repayment of federal loans by its students exceed 30% for each of three consecutive years, or 40% in any one year.

An institution’s cohort default rate is calculated as the percentage of borrowers who entered repayment in the relevant fiscal year who default before the end of the second fiscal year following the fiscal year in which the borrowers entered repayment.

If an institution’s cohort default rate is equal to or greater than 30%, it must establish a default prevention task force.

In September 2021, ED released official three-year cohort default rates for federal fiscal year 2018.

In October 2022, ED released official three-year cohort default rates for federal fiscal year 2019.

The final official ED cohort default rates for APUS, RU, and HCN for the federal fiscal years 2017, 2018, and 2019 are as follows:

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If one or more of our institutions has a default rate in excess of allowable levels, it could result in that institution’s or those institutions’ loss of eligibility to participate in Title IV programs or incurring additional costs related to default prevention.

As a result of the CARES Act and subsequent administrative actions, ED implemented a temporary freeze on payments and interest accruals for federal student loans.

This administrative forbearance period began on March 20, 2020 and will run until at least May 1, 2022.

During this period of temporary relief, we would expect borrowers to be substantially less likely to default on federal student loans, which may artificially lower our institutions’ cohort default rates for federal fiscal years 2019 and 2020 to be reported in 2022 and 2023.

Upon expiration of the temporary freeze, borrowers will again need to make repayments on loans and loans will again accrue interest, which may lead to higher cohort default rates for federal fiscal year 2021 to be reported in 2024 compared to federal fiscal years that reflect the effects of the temporary freeze on payments and interest accruals.

Please refer to “Company Overview - COVID-19 Pandemic.”

Privacy of Student Personal Information and Records.

The Family Educational Rights and Privacy Act of 1974, or FERPA, and ED’s regulations implementing FERPA require education institutions to protect the privacy of students’ education records by, among other things, limiting disclosure of a student’s personally identifiable information without prior written consent.

If an institution fails to comply with FERPA, ED may require corrective actions or terminate eligibility to participate in Title IV programs.

In addition, education institutions engaged in financial activities such as the granting of student loans are obligated to safeguard student information pursuant to the Gramm-Leach-Bliley Act, or GLBA, and implementing regulations, which among other things, requires reasonable security practices to protect personally identifiable financial information of students, parents, or other individuals in a customer relationship with the institution.

Failure to comply with the applicable GLBA requirements may result in Federal Trade Commission, or FTC, enforcement, which could include the imposition of conditions, penalties, monitoring, and oversight.

Institutions are also subject to the FTC’s general deceptive and unfair practices jurisdiction of Section 5 of the FTC Act for processing student information.

FTC enforcement focuses primarily on:

(1) collecting, using, sharing, or retaining personal information inconsistent with representations, commitments, and promises in privacy policies and other public statements;

(2) privacy policies that do not adequately inform consumers about actual practices;

and (3) failing to reasonably protect the security, privacy, and confidentiality of personal information.

Institutions must also comply with the FTC Red Flags Rule, a requirement designed to identify and mitigate identity theft for certain student accounts.

States can also bring similar enforcement actions under so called “mini-FTC Acts” as well as other applicable privacy and security laws.

For example, the California Consumer Privacy Act, or the CCPA, and implementing regulations impose new disclosure and notice obligations on institutions and provides a broad array of consumer rights relating to California residents and their personal information, including among others, the right to access personal information, the right to opt out of sales of personal information, and the right to delete personal information.

The CCPA has the potential for significant civil penalties for failing to comply as well as a private right of action and statutory damages for data breaches that are the result of unreasonable security.

The California Privacy Rights Act, or CPRA, will expand the CCPA’s requirements

when it becomes effective in 2023 and other comprehensive state privacy laws with varying requirements also come into effect in 2023.

Our collection of personal information relating to individuals in the European Union, or EU, may implicate the EU’s comprehensive General Data Protection Regulation, or GDPR.

Non-compliance with the GDPR could result in a fine for certain activities of up to 20 million Euros or 4% of an organization’s global annual revenue, whichever is higher, per violation.

Accessibility for Students with Disabilities .

Section 504 of the Rehabilitation Act of 1973, or Section 504, prohibits discrimination against a person with a disability by any organization that receives federal financial assistance, which includes us.

In 2010, ED’s Office for Civil Rights, which enforces Section 504, together with the Department of Justice, asserted that requiring the use of technology in a classroom environment when such technology is inaccessible to individuals with disabilities violates Section 504, unless those individuals are provided accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and integrated manner.

In recent years, ED’s Office for Civil Rights has taken enforcement action against several institutions of higher education, including primarily online institutions, after determining that their websites and online learning management platforms were not accessible to persons with a disability.

If one of our institutions is found to have violated Section 504, it may be required to modify existing content and functionality of its online classroom or other uses of technology, including through adoption of specific technical standards.

An institution that does not come into compliance with Section 504 could lose access to federal funding, including the ability to participate in the Title IV programs and TA.

In March 2020, in connection with the COVID-19 pandemic, ED implemented a temporary freeze on payments and interest accruals for federal student loans that is expected to continue pending implementation of ED’s broader debt relief program or resolution of associated litigation.

During this period of temporary relief, we would expect borrowers to be substantially less likely to default on federal student loans, which may have artificially lowered our institutions’ cohort default rates for federal fiscal year 2019 and may similarly artificially lower our institutions’ cohort default rates for federal fiscal years occurring during the forbearance period.

Upon expiration of the temporary freeze, borrowers will again need to make repayments on loans and loans will again accrue interest, which may lead to higher cohort default rates.

Third-Party Servicers.

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An institution must report to ED new contracts with or any significant modifications to contracts with third-party servicers and other matters related to third-party servicers.

If any third-party servicer engaged by one of our institutions does not comply with applicable statutes and regulations, our institution may be liable for its actions, and our institution could lose its eligibility to participate in Title IV programs.

If any third-party servicer engaged by one of our institutions does not comply with

applicable statutes and regulations, our institution may be liable for its actions, and our institution could lose its eligibility to participate in Title IV programs.

ED recently issued new guidance that significantly expands the types of activities and functions that constitute third-party servicer activities for Title IV purposes, including, for example, recruitment and retention services, provision of software products and services that involve Title IV administration activities, and provision of educational content and instruction.

The guidance, with respect to which ED has invited comments, also states ED’s position that an institution may not contract with a vendor that is a third-party servicer for Title IV purposes if the vendor (or its subcontractors) is located outside the U.S.

or is owned or operated by an individual who is not a U.S.

citizen or national or a lawful U.S.

permanent resident.

Our institutions must assess their arrangements with third parties to determine whether a vendor must now be treated as a third-party servicer based on the guidance, and such assessment may lead to a need to modify or end existing contracts and establish new contracts.

Title IV Return of Funds.

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As described in Compliance with Regulatory Standards and Effect of Regulatory Violations – Compliance Reviews, in January 2022, HCN received a program review report from ED that included a finding related to return of Title IV funds calculations that were not properly calculated.

In connection with that finding, HCN is required to do a full file review and must have the review tested by an independent auditor.

HCN’s response to ED is due by April 2022.

ED will review the response and then issue a final program review determination letter specifying any liabilities.

In connection with that finding, HCN was required to conduct a full file review and have the review tested by an independent auditor.

In July 2022, HCN issued a final program review determination with respect to all findings, resulting in total liabilities of approximately $12,000.

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 education program, its financial charges, or the employability of its graduates.

The rule covers both acts and omissions of fact.

The Clery Act .

Our institutions must comply with certain campus safety and security reporting requirements as well as other requirements in the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or the Clery Act.

A failure to comply with the Clery Act could result in our institutions being fined or having their eligibility to participate in Title IV programs limited,

suspended, or terminated, could lead to litigation, or could harm our institutions’ reputation, each of which could, in turn, adversely affect our institutions’ enrollments and revenue and have a material effect on our business.

The Clery Act requires an institution, among other things, to report to ED and disclose in an 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 “Clery geography,” which comprises an institution’s campus and non-campus buildings and property, public property on or adjacent to and accessible from the campus, and in some cases areas within the patrol jurisdiction of the campus police or security department, and to publish certain policies and procedures related to campus safety.

A failure to comply with the Clery Act could result in our institutions being fined or having their eligibility to participate in Title IV programs limited, suspended, or terminated, could lead to litigation, or could harm our institutions’ reputation, each of which could, in turn, adversely affect our institutions’ enrollments and revenue and have a material effect on our business.

Borrower Defenses.

Under the HEA, ED is authorized to specify in regulations which acts or omissions of an institution of higher education a borrower may assert as a defense to repayment of a Direct Loan.

ED’s previous regulations permitted a borrower to assert a borrower defense to repayment of a Direct Loan if the institution’s acts or omissions give rise to a cause of action against the institution under state law.

Under the HEA, ED regulations may specify which acts or omissions of an institution of higher education a borrower may assert as a defense to repayment, or BDTR, of a Direct Loan.

ED’s previous regulations permitted a borrower to assert a BDTR of a Direct Loan if the institution’s acts or omissions give rise to a cause of action against the institution under state law.

In November 2016, ED published the 2016 Borrower Defense Regulations, which address, among other matters, which acts or omissions of an institution of higher education a student borrower or group of borrowers may assert as a defense to repayment of a Direct Loan.

For Direct Loans first disbursed on or after July 1, 2017, the 2016 Borrower Defense Regulations created a new federal standard for borrower defenses to repayment of Direct Loans, new limitation periods for such claims, and new processes for resolution of such claims.

For Direct Loans first disbursed on or after July 1, 2017, the 2016 Borrower Defense Regulations created a new federal standard for BDTR of Direct Loans, new limitation periods for such claims, and new processes for resolution of such claims.

The 2016 Borrower Defense Regulations were in effect until the 2019 Borrower Defense Regulations went into effect July 1, 2020.

In September 2019, ED published the 2019 Borrower Defense Regulations, which, among other things, modify the borrower defenses to repayment for Direct Loans made on or after July 1, 2020, the limitation periods for such claims, and the processes for resolution of such claims.

The 2016 Borrower Defense Regulations continue to apply to all Direct Loans made on or after July 1, 2017 and before July 1, 2020, with certain exceptions pursuant to the 2019 Borrower Defense Regulations.

The 2019 Borrower Defense Regulations apply to all Direct Loans made on or after July 1, 2020.

In September 2019, ED published the 2019 Borrower Defense Regulations, which, among other things, modify the BDTR for Direct Loans made on or after July 1, 2020, the limitation periods for such claims, and the processes for resolution of such claims.

The 2016 Borrower Defense Regulations continue to apply to all Direct Loans made on or after July 1, 2017 and before July 1, 2020, with certain exceptions pursuant to the 2019 Borrower Defense

The 2019 Borrower Defense Regulations apply to all Direct Loans made on or after July 1, 2020 and before July 1, 2023 due to the 2022 Borrower Defense Regulations explained below.

In March 2021, ED announced a revised approach for determining relief for borrowers who successfully assert borrower relief claims.

Under this new approach, a borrower will receive full loan relief when evidence shows that the institution engaged in certain misconduct.

This policy rescinds the prior administration’s formula that generally granted only partial loan relief for borrower defense claims.

Under the 2016 and the 2019 Borrower Defense Regulations, ED may initiate a separate proceeding to collect from an institution the amount of relief granted based on a borrower defense to repayment claim.

This policy rescinded the prior administration’s formula that generally granted only partial loan relief for borrower defense claims.

Under the 2016 and the 2019 Borrower Defense Regulations, ED may initiate a separate proceeding to collect from an institution the amount of relief granted based on a BDTR claim.

If ED determines that borrowers of Direct Loans who attended our institutions have a defense to repayment of their Direct Loans, our repayment liability to ED could have a material adverse effect on our financial condition, results of operations, and cash flows.

The 2019 Borrower Defense Regulations also made other regulatory changes, including modifying ED’s requirements with respect to the circumstances under which a borrower is eligible for a loan discharge if an institution or location closes.

On November 1, 2022, ED published final regulations with an effective date of July 1, 2023 to address BDTR, loan discharge, pre-dispute arbitration and class-action waivers, among other issues, or the 2022 Borrower Defense Regulations.

The 2022 Borrower Defense Regulations will create a single standard and streamlined process for relief that will:

apply to all future and pending BDTR claims as of July 1, 2023 instead of standards varying based on the date of the borrower’s first loan disbursement;

define what kinds of misconduct could lead to borrower defense discharges (substantial misrepresentation, substantial omission of fact, breach of contract, aggressive and deceptive recruitment, and certain judgments or final ED actions);

establish a reconsideration process for borrowers whose claims are not approved for a full discharge;

create a process for forming groups of borrowers and adjudicating claims based on the common facts of those group claims;

and provide a clear timeline for adjudication of group and individual claims.

The 2022 Borrower Defense Regulations indicate that ED will hold colleges accountable for the cost of discharges, including by establishing a recoupment process separate from the approval of BDTR claims and making a recoupment determination based on the standards in place at the time the loan was first disbursed.

Closed School Loan Discharge.

The 2019 Borrower Defense Regulations modified ED’s requirements with respect to the circumstances under which a borrower is eligible for a loan discharge if an institution or location closes.

For example, the 2016 Borrower Defense Regulations previously provided for an automatic loan discharge under certain circumstances, but the 2019 Borrower Defense Regulations eliminated the automatic loan discharge for schools closing on or after July 1, 2020.

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RU may also face closed school discharge liabilities as a result of the 2021 consolidation of two Florida campuses.

The 2019 Borrower Defense Regulations also generally remove the prohibitions on pre-dispute arbitration agreements or class action waivers contained in the 2016 Borrower Defense Regulations and requires institutions whose students must enter into pre-dispute arbitration agreements or class action waivers as a condition of enrollment to disclose publicly those requirements in an easily accessible format and prohibits such institutions from requiring a student to participate in arbitration or any internal dispute resolution process prior to filing a borrower defense to repayment application with ED.

ED recently completed negotiated rulemaking to address borrower defenses to repayment, loan discharge, pre-dispute arbitration and class-action waivers, among other issues.

ED has yet to issue proposed regulations, but is expected to finalize at least one rulemaking on these matters prior to November 1, 2022.

If it does so, any new rules are expected to be effective July 1, 2023.

The 2022 Borrower Defense Regulations will provide for automatic discharges to any borrower who was enrolled within 180 days prior to a school’s closure and who did not complete their education at the school or through an approved teach-out agreement at another school within one year after the closure of their original school.

The final regulations shorten the previous period for automatic discharge so borrowers do not default on their loans after a closure of their school.

Dispute Resolution .

The 2019 Borrower Defense Regulations also generally removed prohibitions on pre-dispute arbitration agreements or class action waivers contained in the 2016 Borrower Defense Regulations and required institutions whose students must enter into pre-dispute arbitration agreements or class action waivers as a condition of enrollment to disclose publicly those requirements in an easily accessible format and prohibited such institutions from requiring a student to participate in arbitration or any internal dispute resolution process prior to filing a BDTR application with ED.

The 2022 Borrower Defense Regulations prohibit institutions from requiring borrowers to sign mandatory pre-dispute arbitration agreements or class action waivers for claims related to the making of a Federal Direct Loan or the provision of educational services for which the loan was obtained.

COVID-19 Financial Aid Matters.

ED has issued several guidance documents regarding the appropriate use of monetary relief provided to higher education institutions in connection with the COVID-19 pandemic and related reporting requirements regarding regulatory flexibility in the administration of federal student aid as a result of challenges related to COVID-19.

In addition, ED implemented a temporary freeze on payments and interest accruals for federal student loans.

This administrative forbearance period began on March 20, 2020 and was extended several times.

On November 22, 2022, ED announced that the administrative forbearance would continue pending implementation of ED’s broader debt relief program or resolution of associated litigation.

Specifically, payments will resume 60 days after ED is permitted to implement the program or the litigation is resolved.

If the program has not been implemented and the litigation has not been resolved by June 30, 2023, payments will resume 60 days after that date.

We cannot predict the extent to which the ongoing effects of the COVID-19 pandemic or related regulatory or legislative activity may impact us or our institutions in the future.

Other Department of Education Regulation

Privacy of Student Personal Information and Records.

If an institution fails to comply with FERPA, ED may require corrective actions or terminate eligibility to participate in Title IV programs.

Failure to comply with the applicable GLBA requirements may result in FTC enforcement, which could include the imposition of conditions, penalties, monitoring, and oversight.

Institutions are also subject to the FTC’s general deceptive and unfair practices jurisdiction of Section 5 of the FTC Act for processing student information.

FTC enforcement focuses primarily on:

(1) collecting, using, sharing, or retaining personal information inconsistent with representations, commitments, and promises in privacy policies and other public statements;

(2) privacy policies that do not adequately inform consumers about actual practices;

and (3) failing to reasonably protect the security, privacy, and confidentiality of personal information.

Institutions must also comply with the FTC Red Flags Rule, a requirement designed to identify and mitigate identity theft for certain student accounts.

States can also bring similar enforcement actions under so called “mini-FTC Acts” as well as other applicable privacy and security laws.

For example, the California Consumer Privacy Act, or the CCPA, and implementing regulations impose disclosure and notice obligations on institutions and provides a broad array of consumer rights relating to California residents and their personal information, including among others, the right to access personal information, the right to opt out of sales of personal information, and the right to delete personal information.

The California Privacy Rights Act, or CPRA, will expand the CCPA’s requirements when it becomes effective in 2023 and other comprehensive state privacy laws with varying requirements also come into effect in 2023.

Our collection of personal information relating to individuals in the European Union, or EU, may implicate the EU’s comprehensive General Data Protection Regulation, or GDPR.

Non-compliance with the GDPR could result in a fine for certain activities of up to 20 million Euros or 4% of an organization’s global annual revenue, whichever is higher, per violation.

Accessibility for Students with Disabilities .

ED’s Office for Civil Rights, which enforces Section 504, together with the Department of Justice, has asserted that requiring the use of technology in a classroom environment when such technology is inaccessible to individuals with disabilities violates Section 504, unless those individuals are provided accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and integrated manner.

An institution that does not come into compliance with Section 504 could lose access to federal funding, including the ability to participate in the Title IV programs and TA.

Title IX of the Education Amendments of 1972, or Title IX, prohibits discrimination on the basis of sex in education programs that receive funding from the federal government.

ED regulations effective as of August 2020 define what constitutes sexual harassment for purposes of Title IX in the administrative enforcement context, describe what actions trigger an institution’s obligation to respond to incidents of alleged sexual harassment, and specify how an institution must respond to allegations of sexual harassment.

In June 2022, ED released proposed regulations that would significantly revise how schools, including higher education institutions, must address cases involving sex-based discrimination, including cases of sexual harassment, sex-based harassment, and assault.

The proposed regulations also would explicitly include protections against discrimination based on sexual orientation, gender identity, and sex characteristics.

In addition, the proposed regulations would update protections against discrimination because of pregnancy, related conditions, or terminations of pregnancy.

Distance Education.

Regulations that were effective July 2021 provide institutions additional flexibility in offering distance education and competency-based education programs.

Definitions in the rule clarify the instructional requirements that distance education programs must abide in order to remain eligible for Title IV disbursements.

Failure to comply with these standards could lead to adverse actions by ED.

Department of Defense

Regulation of Tuition and Credentialing Assistance

Service members of the U.S.

Armed Forces are eligible to receive tuition assistance from their branch of service through the tuition assistance program of the DoD, or TA.

Armed Forces are eligible to receive tuition assistance from their branch of service through the DoD’s TA program.

Service members may use TA to pursue postsecondary degrees at institutions that are accredited by accrediting agencies recognized by ED.

APUS participates in TA, and for students in APUS undergraduate, and beginning January 2020, for students in APUS master’s programs, APUS provided grants so that APUS tuition rates per credit hour can be 100% covered by DoD tuition assistance funds provided that the student does not exceed the annual limits per student.

APUS participates in TA, and for students in APUS undergraduate, and beginning January 2020, for students in APUS master’s programs, APUS provided grants so that APUS tuition rates per credit hour can be 100% covered by TA provided that the student does not exceed the annual limits per student.

RU and HCN also participate in TA.

RU’s active-duty military students in most undergraduate programs and master’s level graduate programs receive per credit tuition pricing at a tuition rate that is commensurate with available TA funding to allow tuition charges to be 100% covered by TA.

HCN offers an alumni achievement grant of up to $1,200 to assist qualifying PN program alumni as they progress into the ADN program, as well as an institutional affordability grant to students demonstrating financial need to cover the difference between the total cost of tuition and fees less the amount of all eligible financial aid resources.

In March 2013, DoD restricted the ability of service members who have not previously taken a postsecondary education course and who are in certain duty locations outside the continental United States, or overseas locations, to receive TA 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 their first postsecondary education program after arrival at an applicable overseas location may not use TA 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.

Because we do not have contracts with the DoD to provide instruction at overseas locations, service members who begin their first postsecondary education program after arrival at an applicable overseas location may not use TA 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 location may continue to receive TA for the in-progress program, but they will be encouraged to enroll in courses provided by institutions that provide programs at the applicable overseas duty location.

DoD has issued briefings that prohibit base commanders from authorizing education institutions to hold regular or recurring office hours on installations solely to provide counseling and prohibit former military members from accessing installations to represent an educational institution using their government ID card privileges.

This has adversely affected APUS’s efforts to support existing students and serve new students.

DoD requires educational institutions to meet certain criteria, including generally having at least 20 students on base, and to request access in writing that outlines among other things the specific purpose of the visit, in order to access installations solely to provide counseling, and the Air Force expressly prohibits education institutions from holding regular or recurring office hours on installations solely to provide counseling.

This limits APUS’s ability to support existing students and serve new students.

If APUS is not able to improve its access to military installations and its existing students on those installations, or find alternative methods to serve those students, its military enrollments may decline.

Each institution participating in TA 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 TA.

Pursuant to the DoD MOU, among other requirements, institutions must:

explain certain tools to service members, such as ED’s “College Navigator” website and the Consumer Financial Protection Bureau’s “Paying for College” website;

Pursuant to the DoD MOUs, among other requirements, institutions must:

explain certain tools to service members, such as ED’s “College Navigator” website and the “Paying for College” website of the CFPB;

comply with requirements related to readmission policies for service members;

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and comply with ED’s Title IV “program integrity” rules, including rules related to incentive payments and misrepresentation.

The DoD MOU also provides that an institution may only participate in TA if it is accredited by an accrediting agency recognized by ED, approved for VA funding, and a participant in Title IV programs.

Additional information regarding the potential risks associated with the DoD MOU is provided in the “Risk Factors” section of this Annual Report.

Several federal government agencies have also established an 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 Veterans Educational Assistance Act of 2008, or Post-9/11 GI Bill, TA, and other military-related education benefit programs.

The DoD MOUs also provide that an institution may only participate in TA if it is accredited by an accrediting agency recognized by ED, approved for VA funding, and a participant in Title IV programs.

Additional information regarding the potential risks associated with the DoD MOUs is provided in the “Risk Factors” section of this Annual Report.

Several federal government agencies have established an 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 Veterans Educational Assistance Act of 2008, or Post-9/11 GI Bill, TA, and other military-related education benefit programs.

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 TA.

In addition to TA, branches of the U.S.

military offer credentialing assistance, which links soldiers to and in many cases provides funds for approved training courses or exams related to occupational licenses or certifications, and associated books, supplies and materials.

Credentialing Opportunities On-Line, or COOL, is a program for each of the military branches and DoD civilians that links military occupations and experiences to civilian credentials ( e.g.

military offer CA, which links soldiers to and in many cases provides funds for approved training courses or exams related to occupational licenses or certifications, and associated books, supplies and materials.

Students in the military may use both TA and CA, subject to a combined cap on benefits.

COOL is a program for each of the military branches and DoD civilians that links military occupations and experiences to civilian credentials ( e.g.

, occupational certifications, licenses, and apprenticeships).

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, vouchers) or service member reimbursement.

Students must meet certain eligibility requirements in order to receive credentialing assistance, including in some cases service time, experience and TA eligibility requirements.

The Army additionally offers an expanded credentialing program called the Army Credentialing Assistance Program, or CA.

CA is a program designed to support soldiers who wish to pursue civilian credentials, licenses, and certifications that lead directly to a specific job, including in areas outside of a soldier’s Military Occupational Specialty (MOS).

Through CA, soldiers can request funding for fees associated with qualifying programs listed on Army COOL.

APUS became an approved training provider for CA programs in October 2019 while CA was in an expanded user test, and Army-wide implementation of CA began in January 2020.

Students in the Army utilizing both CA and TA are subject to an annual combined cap on benefits of $4,000.

Utilization of our CA programs to date has been limited.

Students in the Army may use both TA and credentialing assistance for CA, subject to a combined cap on benefit amounts.

Students must meet certain eligibility requirements in order to receive CA, including in some cases service time, experience, and TA

eligibility requirements.

The Army additionally offers an expanded credentialing program designed to support soldiers who wish to pursue civilian credentials, licenses, and certifications that lead directly to a specific job, including in areas outside of a soldier’s Military Occupational Specialty.

Through Army CA, soldiers can request funding for fees associated with qualifying programs listed on Army COOL.

APUS is an approved training provider for Army CA programs.

Students in the Army utilizing both Army CA and TA are subject to an annual combined cap on benefits of $4,000.

We believe other service branches may follow the Army’s example or pursue other approaches to enhancing support for credentialing, including, for example, the Coast Guard’s CA Program, which has an annual combined cap on benefits of $9,000.

Department of Defense Funding

A series of automatic federal budget cuts, known as sequestration, have impacted certain federal student aid programs since fiscal year 2013 and have been extended through fiscal year 2030.

As a result of uncertainty about the availability of funding, several military branches initially suspended and later announced changes to their TA programs.

For example, the Army now requires service members to complete one year of service after graduation from Advanced Individual Training in order to be eligible for TA, and the Army and the Coast Guard have both reduced the total per service member annual benefits.

Congressional inaction on budgetary matters has led to lapses in funding, resulting in government shutdowns, and subsequent policy changes that have affected federal student aid programs at DoD.

A future government shutdown, particularly one that includes DoD or suspension or resulting modification of TA programs, including in connection with the failure to increase or a delay in increasing the federal debt ceiling, could have a material adverse effect on APUS’s enrollments and on our cash flows, results of operations, and financial condition.

Funding shortfalls have also affected DoD federal student aid programs.

For example, as a result of the expected exhaustion of annual TA benefits available to sailors, in May 2019, the Navy ceased approving TA funds for eligible sailors until the start of the government’s fiscal year 2020.

Currently, Navy service members must have a minimum of three years of service before becoming eligible to use TA and cannot be in their last year of service, and for TA and the Navy College Program for Afloat College Education, funding is capped at 18 semester hours per fiscal year combined, and career funding is capped at 120 semester hours combined.

In addition, eligible sailors can only use TA to fund two courses each quarter of the fiscal year, and reservists on one-year orders are ineligible for TA.

We expect each military branch and the DoD to continually evaluate their approach to education funding, and the resulting changes could have an impact on the funds available to service members to pursue their education at our institutions.

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 GI Bill.

APUS, HCN and RU are approved to provide education to veterans and members of the selective reserve and

their dependents by the state approving agencies where the campus is located.

APUS, RU and HCN are approved to provide education to veterans and members of the selective reserve and their dependents by the state approving agencies where the campus is located.

In order for an institution to participate in VA education benefits, it must be a participant in the Title IV programs.

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Military 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 TA that is paid by the military for the course but is limited to 36 months of payments.

On January 5, 2021, the President signed into law the Johnny Isakson and David P.

Veterans Health Care and Benefits Improvement Act of 2020, or the Isakson Roe Act, which modified policies related to GI Bill and other VA-administered education funds, in part to align VA requirements with DOD and ED requirements related to student financial aid.

The Johnny Isakson and David P.

Veterans Health Care and Benefits Improvement Act of 2020, or the Isakson Roe Act, enacted in January 2021, modified policies related to GI Bill and other VA-administered education funds, in part to align VA requirements with DoD and ED requirements related to student financial aid.

Section 1018 of the Isakson Roe Act mandates that schools that receive veterans education benefits:

(i) provide VA students with information on total cost of an education program, an estimate of debt the student will have upon graduation, graduation rates, requirements to obtain any license, certification, or approval for which the course of education is designed to provide preparation, and certain other information;

(i) provide VA students with information on total cost of an education program, an estimate of debt the student will have upon graduation, graduation rates, requirements to obtain any

license, certification, or approval for which the course of education is designed to provide preparation, and certain other information;

(ii) inform VA students of the availability and potential eligibility of federal financial aid before packaging or arranging private student loans or alternative financing programs;

(iii) avoid fraudulent and unduly aggressive recruiting or automatic renewal techniques;

(iv) avoid misrepresentations or payment of incentive compensation;

(iv) avoid misrepresentations or payment of incentive compensation on the basis of securing enrollments;

(v) provide VA students with information regarding graduation requirements;

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and (ix) appoint a point of contact to provide academic and financial aid advising.

On December 21, 2021, the President signed into law the Responsible Education Mitigating Options and Technical Extensions Act, or the REMOTE Act, which amended certain Isakson Roe Act provisions and COVID-19 related laws affecting veterans education.

Among other things, the REMOTE Act provides COVID-19 related extensions to certain veterans education benefits and flexibilities and clarifies that the Isakson Roe Act Section 1018 prohibition of incentive payment on the basis of securing enrollments does not apply to foreign students residing outside the U.S.

who are not eligible for federal student financial aid.

Institutions were generally required to be in compliance with the Isakson Roe Act, including Section 1018, by August 1, 2021.

The Responsible Education Mitigating Options and Technical Extensions Act, enacted in December 2021, provides COVID-19 related extensions to certain veterans education benefits and clarifies that the Isakson Roe Act Section 1018 prohibition on incentive compensation does not apply to foreign students residing outside the U.S.

who are ineligible for federal student financial aid.

Institutions were generally required to be in compliance with the Isakson Roe Act by August 2021.

However, the Isakson Roe Act allowed institutions to seek from the VA a one-academic-year waiver of Section 1018.

Subsequently, the REMOTE Act delayed the effective date of the Isakson Roe Act’s Section 1018 requirements to August 1, 2022, and institutions are permitted to seek a one-academic-year waiver of that deadline beginning June 15, 2022.

RU did not seek a waiver of August 1, 2021 compliance deadline and believes it satisfied Section 1018 requirements by that deadline.

Subsequently, the REMOTE Act delayed the effective date of the Isakson Roe Act’s Section 1018 requirements to August 1, 2022, and institutions were permitted to seek a one-academic-year waiver of that deadline beginning June 15, 2022.

RU did not seek a waiver of the August 1, 2021 compliance deadline and believes it satisfied Section 1018 requirements by that deadline.

In September 2021, APUS and HCN received waivers for the requirements of Section 1018 for the period August 1, 2021 through July 31, 2022.

APUS and HCN expect to satisfy Section 1018 requirements by July 31, 2022, and currently do not plan to seek an additional extension.

On April 7, 2021, the Department of Veterans Affairs, or VA, announced that, effective April 1, 2021, it would no longer count the use of Veteran Readiness & Employment, or VR&E, benefits against the 48-month cap on veterans education benefits programs imposed when veterans use more than one benefit program.

As a result, veterans who use VR&E benefits prior to using another veterans education benefits program, such as the GI Bill and the Post-9/11 GI Bill, can still use up to 48 total months of the other veterans education benefits programs.

On June 8, 2021, the President signed into law the Training in High-Demand Roles to Improve Veteran Employment Act, or the THRIVE Act, which amended provisions related to veterans education programs found in the American Rescue Plan Act and the Isakson Roe Act.

The legislation requires the VA to work with the Department of Labor to determine the list of high-demand occupations for the rapid retraining assistance program, excludes programs pursued solely through distance learning on a half-time basis or less from the housing stipend available to those in the retraining program, and requires the Government Accountability Office to report on the outcomes and effectiveness of retraining programs.

The legislation also

requires the VA to take disciplinary action if a person with whom an institution has an agreement to provide educational or recruiting services violates the VA’s incentive compensation prohibitions.

APUS and HCN did not seek additional waiver extensions and believe they satisfied Section 1018 requirements by July 31, 2022.

The Training in High-Demand Roles to Improve Veteran Employment Act, or the THRIVE Act, enacted in June 2021, amended provisions related to veterans education programs found in the American Rescue Plan Act of 2021 and the Isakson Roe Act.

The legislation requires the VA to work with the Department of Labor to determine the list of high-demand occupations for rapid retraining assistance, excludes programs pursued solely through distance learning on a half-time basis or less from the housing stipend available to those in the retraining program, and requires the Government Accountability Office to report on the outcomes and effectiveness of retraining programs.

The legislation also requires the VA to take disciplinary action if a person with whom an institution has an agreement to provide educational or recruiting services violates the VA’s incentive compensation prohibitions.

On August 26, 2022, the President signed into law the Ensuring the Best Schools for Veterans Act of 2022, which modifies how the VA implements the rule generally forbidding use of VA benefits for students enrolling in a program in which more than 85% of students enrolled in the program have any portion of their tuition, fees, or other charges paid to or for them by the institution or by the VA, or the 85/15 Requirement.

Among other things, the law clarifies that reporting associated with the 85/15 Requirement generally does not apply to institutions at which 35% or fewer students receive GI bill benefits, computed separately for the main campus and any branch or extension of the institution.

The law also exempts programs for which fewer than 10 students have any portion of their tuition, fees, or other charges paid to or for them by the institution or by the VA.

An institution that meets the requirements for an exemption must submit verifying information to the VA on a biennial basis.

Additional Sources of Student Payments

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In certain circumstances, our students may access alternative loan programs from a number of private lenders, which are intended to cover the difference between what the student receives from all financial aid sources and the student’s total cost of attendance.

As part of an institution’s Title IV PPA, the institution must adopt a code of conduct pertaining to student loans, including alternative loans.

Beginning in July 2018, HCN began offering its students an extended payment plan option.

The extended payment plan is designed to assist students with educational costs consisting of tuition, textbooks, and fees, and are only available after all other student financial assistance has been applied.

Payment plans require monthly payments while the student is enrolled in a program and extend for up to six months after the last day of attendance or graduation.

To the extent interest is applied, it is generally fixed and does not accrue until the student departs the program or graduates.

The extended payment plan does not impose any origination fees.

Borrowers are advised about the terms of the extended payment plan and counseled to use all federal funding options.

The extended payment plan is subject to various federal and state laws and regulations, such as the Truth in Lending Act as implemented in Regulation Z, the Equal Credit Opportunity Act as implemented in Regulation B and the Unfair, Deceptive or Abusive Acts or Practices provisions of Title X of the Dodd-Frank Act.

As a condition to an institution’s participation in the Title IV programs, the institution must adopt a code of conduct pertaining to student loans, including alternative loans.

RU and HCN both offer their students an extended payment plan option.

The extended payment plans are designed to assist students with educational costs including tuition and fees.

The extended payment plans are subject to various federal and state laws and regulations, such as the Truth in Lending Act as implemented in Regulation Z, the Equal Credit Opportunity Act

as implemented in Regulation B and the Unfair, Deceptive or Abusive Acts or Practices provisions of Title X of the Dodd-Frank Act.

Beginning January 1, 2020, HCN began offering an institutional affordability grant to students demonstrating financial need to cover the difference between the total cost of tuition and fees less the amount of all eligible financial aid resources.

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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.

In October 2020, the CFPB Education Loan Ombudsman released its annual report analyzing approximately 1,900 private student loan complaints and approximately 5,000 federal student loan servicing complaints the CFPB received between September 1, 2019 and August 31, 2020.

In October 2021, the annual report analyzed approximately 1,900 private student loan complaints (a decrease of approximately 0.8% compared to prior-year data) and approximately 3,400 federal student loan complaints (a decrease of approximately 32% compared to prior-year data).

The 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.

In October 2021, the CFPB Education Loan Ombudsman released its annual report analyzing approximately 1,900 private student loan complaints and approximately 3,400 federal student loan complaints received between September 1, 2020 and August 31, 2021.

In October 2022, the annual report analyzed approximately 2,960 private student loan complaints (an increase of approximately 56% compared to prior-year data) and approximately 5,450 federal student loan complaints (an increase of approximately 60% compared to prior-year data).

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.

Federal Trade Commission

In October 2021, in what it termed a broad-based initiative to deter for-profit college fraud, the Federal Trade Commission, or FTC, issued informational notices to 70 for-profit higher education institutions, including APUS and RU, informing them of certain marketing practices the FTC had previously determined to be deceptive or unfair and therefore unlawful under the FTC Act.

In October 2021, in what it termed a broad-based initiative to deter for-profit college fraud, the FTC issued informational notices to 70 for-profit higher education institutions, including APUS and RU, informing them of certain marketing practices the FTC had previously determined to be deceptive or unfair and therefore unlawful under the FTC Act.

The FTC indicated that an institution’s receipt of the notice was not an indication that the institution has engaged in deceptive or unfair conduct.

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By providing the informational notices, the FTC is able to document that the institutions have knowledge that the FTC has found these marketing practices to be unfair or deceptive.

The FTC also announced that it would be enhancing its enforcement cooperation with other agencies with oversight of educational institutions, including ED’s Office of Federal Student Aid and the Department of Veterans Affairs.

We do not know what enforcement actions the FTC may pursue in light of its recent informational notices and whether such actions, if any, will have an adverse effect on our business or results of operations.

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Compliance Reviews

Our institutions are subject to compliance reviews and audits by various external agencies, including ED, Department of Education Office of the Inspector General, or ED OIG, state licensing agencies, agencies that guarantee FFEL Program loans, DoD, VA, and accrediting agencies.

Our institutions are subject to compliance reviews and audits by various external agencies, including ED, ED OIG, state licensing agencies, 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 OIG audit standards.

In addition, to enable ED to make a determination of financial responsibility, institutions must annually submit audited financial statements prepared in accordance with ED regulations.

As described in “Student Financing Sources and Related Regulations/Requirements - Department of Education - Regulation of Title IV Financial Aid Programs,” in September 2016, ED began a program review of APUS’s administration of the Title IV programs during the 2014-2015 and 2015-2016 award years.

In September 2016, ED began a program review of APUS’s administration of the Title IV programs during the 2014-2015 and 2015-2016 award years.

ED closed the program review in January 2021, with no findings, penalties, or requirements for further action.

In July 2017, ED began a program review of RU’s administration of Title IV program during the 2015-2016 and 2016-2017 award years.

RU has not received a program review report from ED.

In August 2021, ED began an off-site program review of HCN’s administration of Title IV program during the 2019-2020 and 2020-2021 award years.

In January 2022, HCN received a program review report from ED.

The program review report includes findings related to failure to prorate fees, return of Title IV funds calculations that were not properly computed, untimely and inaccurate reporting to the National Student Loan Data System, incomplete verification, and cost of attendance formulation deficiencies.

HCN is required to do a full file review in connection with the return of Title IV funds finding, must have the review tested by an independent auditor, and generally must prepare policies and procedures and take other actions in connection with the findings.

HCN’s response to ED is due by April 2022.

ED will review the response and then issue a final program review determination letter specifying any liabilities.

At this time, we cannot predict the outcome of the RU and HCN program reviews, when they will be completed, or whether ED will place any liability or other limitations on RU or HCN as a result of the reviews.

In September 2022, RU received a program review report from ED that asserted 14 findings of noncompliance with Title IV rules, including rules related to Title IV administration, policies, and consumer information and reporting requirements, and the federal work study, Pell Grant, and Federal Supplemental Educational Opportunity Grant programs.

The program review required RU to do a review in connection with the federal work study finding, prepare policies and procedures, return small amounts of funds to two students, provide training, and take other actions in connection with the findings, and to provide a response, which RU timely provided.

ED will review the response and then issue a final program review determination specifying any liabilities.

At this time, we cannot predict the outcome of the RU program review, when it will be completed, or whether ED will place any liability or other limitations on RU as a result of the review.

In July 2022, HCN received from ED the final program review determination from a review that had been pending since June 2017, and in September 2022 ED notified HCN that it had closed the program review and no further action was required.

The review included findings of a failure to prorate fees, return of Title IV funds calculations that were not properly computed, untimely and inaccurate reporting to the National Student Loan Data System, incomplete verification, and cost of attendance formulation deficiencies.

HCN was required to do a full file review in connection with the return of Title IV funds finding, to have the review tested by an independent auditor, and to prepare policies and procedures and take other actions in connection with the findings.

Total liabilities were approximately $12,000.

In order to participate in TA, institutions must agree to participate in DoD’s Voluntary Education Institutional Compliance Program, or ICP.

An institution that through the ICP is found noncompliant with DoD requirements and demonstrates an unwillingness to resolve a finding may be subject to a range of penalties from a written warning to termination of the institution’s participation in TA .

In February 2020, DoD informed APUS that it was one of 250 institutions selected for ICP review in 2020.

Upon request, in May 2020, APUS submitted a self-assessment in connection with the ICP.

On November 30, 2020, DoD issued a report finding that APUS did not clearly articulate certain policies or clearly make certain disclosures.

As required, APUS submitted its corrective action plan and related evidentiary support and in April 2021, APUS was informed that the review had been completed and no further actions are required.

APUS has previously been subject to ICP reviews.

Potential Effect of Regulatory Violations

condition for continued Title IV certification, taking emergency action against our institutions, referring the matter for criminal prosecution, or initiating proceedings to impose a fine or to limit, condition, suspend, or terminate participation in Title IV programs.

If our institution’s approval to participate in Title IV programs is terminated, it will also lose its ability to participate in TA pursuant to the DoD MOU, as well as in education benefits administered by the VA.

If our institutions fail to comply with the regulatory standards governing Title IV programs, ED could impose one or more sanctions, including transferring our institutions to the reimbursement or cash monitoring system of payment, seeking to require repayment of certain Title IV program funds, requiring the posting of an irrevocable letter of credit in favor of ED as a condition for continued Title IV certification, taking emergency action against our institutions, referring the matter for criminal prosecution, or initiating proceedings to impose a fine or to limit, condition, suspend, or terminate participation in Title IV programs.

If our institution’s approval to participate in Title IV programs is terminated, it will also lose its ability to participate in TA pursuant to its DoD MOU, as well as in education benefits administered by the VA.

If such sanctions or proceedings were imposed against our institutions and resulted in a substantial curtailment, or termination, of participation in Title IV programs, this would materially and adversely affect our enrollments, revenue, results of operations, and financial condition.

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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 financial condition and results of operations even if we could arrange or provide alternative sources of revenue or student 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 financial condition 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 institutions’ participation in Title IV programs, 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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For example, 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.

For example, as described in “Student Financing Sources and Related Regulations/Requirements – Department of Education – Regulation of Title IV Financial Aid Programs – Eligibility and Certification Procedures”, RU is currently subject to certain temporary growth restrictions on the institution, including imposing limitations on new programs and locations and imposing a cap on the number of students that participate in Title IV programs that can be enrolled.

Many states require approval before institutions can add new programs, campuses, or teaching locations.

Generally, these agencies require institutions to notify them, and sometimes require institutions to obtain their approval, in advance of opening a new location or implementing new programs.

APUS is regulated by its institutional accreditor, the HLC, as well as state agencies in West Virginia.

RU’s is regulated by its institutional accreditor, the HLC, as well as the six state agencies where RU physical campuses are located, which include the Florida, Illinois, Kansas, Minnesota, North Dakota, and Wisconsin.

HCN is regulated by ABHES, and the state agencies in Ohio, and Indiana.

Rasmussen Acquisition Regulatory Review

The Rasmussen Acquisition was required to be reported to, and in some cases approved by, various education regulatory bodies.

As noted above, RU timely submitted a change in ownership and control application to ED seeking approval to participate in the Title IV programs under our ownership on September 9, 2021.

ED and RU entered into a TPPPA, effective as of October 14, 2021, that allows RU to continue disbursing Title IV funds during the period of ED’s review of the change in ownership application.

In some instances, prior approval was required.

For example, the parties submitted an application to HLC for pre-approval of the change in ownership, which was approved effective in June 2021.

RU is also pursuing other post-closing notices and consents related to the change in ownership.

State agencies, accreditors, boards of nursing, and other relevant regulators also require further action with respect to the Rasmussen Acquisition.

For example, HLC requires an additional site visit within six months of the Closing Date which occurred in February 2022.

Additionally, some regulators will require approval after the change in ownership in order to continue proper licensure, accreditation, approval, or authorization.

As described in “Student Financing Sources and Related Regulations/Requirements – Department of Education – Regulation of Title IV Financial Aid Programs – Financial Responsibility,” generally, an institution’s financial ratios must yield a composite score of at least 1.5 for the institution to be deemed financially responsible.

An institution that does not meet ED’s minimum composite score of 1.5 can demonstrate financial responsibility by meeting the “zone alternative” or posting a letter of credit in favor of ED.

The “zone alternative” includes a delayed method of cash funding for Title IV aid, and the providing of additional information to ED, upon request.

As of September 30, 2020, RU had a composite score equal to 1.4, compared to the minimum required of 1.5.

RU elected to post a letter of credit with ED totaling $23.1 million, which represents 10% of the Title IV program funds received by RU during its most recently completed fiscal year.

Upon the closing of the RU Acquisition,

APEI was required to fund this letter of credit using a restricted deposit account that required a deposit of 105%, or $24.2 million, to secure the RU letter of credit.

Additionally, RU is required to make Title IV disbursements to eligible students and parents under the heightened cash monitoring payment method, or HCM1.

Acquisition of Graduate School USA

On January 1, 2022, APEI acquired substantially all of the assets of Graduate School USA, or GSUSA, one of the largest providers of training to the federal government workforce, for approximately $1.0 million, subject to working capital adjustments.

GSUSA is licensed by the D.C.

Higher Education Licensure Commission, or DCHELC, and accredited by the Accrediting Council for Continuing Education and Training, or ACCET.

DCHELC approved the transaction, and we continue to proceed with certain post-closing approval requirements for ACCET.

GSUSA does not participate in the Title IV programs, TA or benefits administered by the VA.

In addition, GSUSA’s contracts are governed by the Federal Acquisition Regulation, a regulatory framework.

APUS is regulated by its institutional accreditor, the HLC, as well as a state agency in West Virginia.

RU’s is regulated by its institutional accreditor, the HLC, as well as the six state agencies where RU physical campuses are located, which include Florida, Illinois, Kansas, Minnesota, North Dakota, and Wisconsin.

HCN is regulated by ABHES, and the state agencies in Ohio, Indiana, and Michigan.

Change in Ownership Resulting in a Change of Control

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In addition, the regulatory burdens and risks associated with a change of control could discourage bids for our shares of common stock and could have an adverse effect on the market price of our shares.

For example, the Rasmussen Acquisition was required to be reported to, and in some cases approved by, various education regulatory bodies.

RU also pursued post-closing notices and consents related to the change in ownership.

State agencies, accreditors, boards of nursing, and other relevant regulators also required further action with respect to the Rasmussen Acquisition.

For example, HLC required an additional site visit within six months of the closing date of the Rasmussen Acquisition, and the visit occurred in February 2022.

Additionally, some regulators required approval after the change in ownership in order to continue proper licensure, accreditation, approval, or authorization.

In addition, on January 1, 2022, APEI acquired substantially all of the assets of GSUSA for approximately $1.0 million, subject to working capital adjustments.

GSUSA is licensed by the D.C.

Higher Education Licensure Commission, or DCHELC, and accredited by ACCET.

DCHELC and ACCET approved the transaction.

Department of Education

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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, provided the institution has timely supplied all required information and documentation.

If ED determines to approve the application, 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.

If ED approves the application, 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.

When a change in ownership and control occurs, ED applies certain financial tests to determine the financial responsibility of the institution under the new ownership.

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ED’s financial responsibility standards 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”.

In October 2022, ED announced final regulations relating to change in ownership and change in control rules and procedures, effective July 1, 2023.

The ownership interest threshold for publicly traded corporations remains at 25%, as described above.

For entities that are not closely held or publicly traded corporations, including limited liability companies, limited liability partnerships, limited partnerships, and similar types of legal entities, the final regulations increase the ownership interest threshold from 25% to 50% for a change in ownership that results in a change in control automatically triggering ED’s approval process, and also provide that ED’s approval process may apply when a change in control occurs despite not meeting the 50 percent threshold.

The final regulations also require institutions to notify ED and students of a planned change in ownership that results in a change in control at least 90 days in advance.

In addition, the final regulations impose reporting obligations on institutions for changes in ownership that do not result in a change in control, lowering the threshold for reporting such changes from 25 percent to 5 percent ownership interest for all entity types.

The final regulations also:

require additional financial protection (i.e., letters of credit) when a new owner is lacking financial statements or as ED determines necessary;

and eliminate the existing requirement that ED continue an institution’s participation with the same terms and conditions in their Title IV agreement as prior to the transaction.

In addition, the final regulations define “main campus” and modify the definitions of “additional location” and “branch campus” to clarify that a location must be within the same “ownership structure” of the institution.

State Regulatory Agencies

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A change of control may require us to obtain approval of the change in ownership and control in order to maintain our state approval.

Many accrediting agencies require institutions of higher education to report or obtain approval for certain changes in legal status, ownership, form of control, or other aspects of institutional status, but the types of and triggers for such reporting or approval vary.

In certain circumstances, state approving agencies responsible for oversight of veterans education benefits also may require an institution to obtain approval for a change in ownership and control.

Many accrediting agencies, including HLC, require institutions of higher education to report or obtain approval for certain changes in legal status, ownership, form of control, or other aspects of institutional status, but the types of and triggers for such reporting or approval vary.

Many accrediting agencies also require on-site evaluations to confirm the appropriateness of any approval.

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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

In certain circumstances, state approving agencies responsible for oversight of veterans’ education benefits may require an institution to obtain approval for a change in ownership and control.

For example, the state approving agencies in North Dakota and Wisconsin approved the September 1, 2021 change in ownership of RU.

RU is awaiting the approvals from several state approving agencies.

Restrictions on Adding Locations and Educational Programs

ED may, as a condition of participation in Title IV programs, require prior approval of new locations, programs, or otherwise restrict the number of programs an institution may add.

ED’s regulations 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 a program will be offered if the institution wants to disburse Title IV program funds to students enrolled at that location.

ED’s regulations require institutions to report and, in certain cases (such as when an institution is provisionally certified such as ours), to seek approval for a new additional campus location at which at least 50% of a 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 programs and disburse Title IV program funds in connection with those locations and programs without having obtained any necessary approval may be subject to administrative repayments and other sanctions.

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However, ED could nevertheless require a fully certified institution to obtain prior approval for new programs and locations for purposes of Title IV program participation.

Other Regulations

GSUSA’s contracts are governed by the Federal Acquisition Regulation, or FAR, a regulatory framework.

The FAR affects how GSUSA interacts and does business with its federal government clients, including by providing government agencies with rights not typically found in commercial contracts.

Our government contracts may provide for termination by the government at any time, without cause.

In addition, we may be subject to audits and investigations relating to these contracts, and any violations could result in civil and criminal penalties and administrative sanctions, including termination of contract, refund or suspension of payments, forfeiture of profits, payment of fines, and suspension or debarment from future government business.

Information about risks associated with GSUSA’s contracts being governed by the FAR is provided in the “Risk Factors” section of this Annual Report.

Other Recent Legislative and Regulatory Activity

Many of our students rely on federally funded programs, including Title IV programs, TA and education benefits administered by the VA that may be affected by changes in the federal budget.

Due to the substantial amount of federal funds disbursed to schools through Title IV programs, the large number of students and institutions participating in these programs,

and significant political interest in the cost of education, Congress continues to show interest in regulation and oversight of institutions of higher education, especially those that are for-profit.

Department of Defense Funding

A series of automatic federal budget cuts, known as sequestration, have impacted certain federal student aid programs since fiscal year 2013 and have been extended through fiscal year 2030.

As a result of uncertainty about the availability of funding, several military branches initially suspended and later announced changes to their tuition assistance programs.

For example, 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, and the Army and the Coast Guard have both reduced the total per service member annual benefits.

Congressional inaction on budgetary matters has led to lapses in funding, resulting in government shutdowns, and subsequent policy changes that have affected federal student aid programs at DoD.

A future government shutdown, particularly one that includes DoD or suspension or resulting modification of DoD tuition assistance programs, could have a material adverse effect on our operations and financial condition.

Funding shortfalls have also affected DoD federal student aid programs.

For example, TA benefits available to sailors for the fiscal year ended September 30, 2019 were expected to be exhausted by the end of May 2019 as a result of increased demand, and effective May 28, 2019 the Navy temporarily ceased approving TA program funds for eligible sailors until the start of the new government fiscal year on October 1, 2019.

Currently, Navy service members must have a minimum of three years of service before becoming eligible to use tuition assistance and cannot be in their last year of service, and for the Navy College Program for Afloat College Education, funding is capped at 18 semester hours per fiscal year, and career funding is capped at 120 semester hours.

Along with the expanded annual credit limit comes new eligibility requirements, including new requirements as to who can use TA and when.

Eligible sailors can only use TA to fund two courses each quarter of the fiscal year.

The minimum time in service increased from two to three years and active duty enlisted sailors under 16 years of service and reservists on active duty orders must have 12 months or more remaining on their current enlistment or extension as of the course state date to be eligible.

Reservists on one-year orders will no longer be eligible for TA, and sailors who have begun utilizing TA benefits after only two years of service must pause their TA benefits.

These changes were effective October 1, 2021.

Higher Education Act

The HEA must be periodically reauthorized by Congress and each Title IV program must be funded through appropriations 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.

The previous Congress considered comprehensive legislation to reauthorize the HEA, including proposals from Republicans and Democrats, referred to as the Student Aid Improvement Act and the College Affordability Act, respectively, and Congress could consider such legislation again in the future.

We cannot predict whether, in what form, or when, the two houses of Congress will reauthorize the HEA or whether, or when, the President will sign reauthorization legislation.

Other Regulatory Activity

A new rule effective July 1, 2021 provides institutions additional flexibility in offering distance education and competency-based education programs.

New definitions in the rule clarify the instructional requirements that distance education programs must abide in order to remain eligible for Title IV disbursements.

Failure to comply with these standards could lead to adverse actions by ED.

On November 29, 2018, ED published in the Federal Register a notice of proposed rulemaking related to implementation of Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex in education programs that receive funding from the federal government.

The final rule, which was released on May 19, 2020, took effect on August 14, 2020.

The regulations define what constitutes sexual harassment for purposes of Title IX in the

administrative enforcement context, describe what actions trigger an institution’s obligation to respond to incidents of alleged sexual harassment, and specify how an institution must respond to allegations of sexual harassment.

ED has indicated that new proposed Title IX regulations may be forthcoming in Spring 2022.

ED held negotiated rulemaking sessions in January and February 2022 and has a final session scheduled for March 2022, during which the federal and non-federal negotiators discussed and will discuss draft regulations to address topics including the 90/10 Rule, ability to benefit provisions, certification procedures for participation in Title IV programs, change of ownership and change in control rules and procedures, financial responsibility requirements, gainful employment program requirements, and standards of administrative capability.

Due to the substantial amount of federal funds disbursed to schools through Title IV programs, TA and education benefits administered by the VA, the large number of students and institutions participating in these programs, and significant political interest in the cost of education, Congress continues to show interest in regulation and oversight of institutions of higher education, especially those that are for-profit.

In addition, ED held negotiated rulemaking sessions from January through March 2022 to address other topics for which proposed or final regulations have not yet been issued, including ability to benefit provisions, certification procedures for participation in Title IV programs, financial responsibility requirements, gainful employment program requirements, and standards of administrative capability.

Compared sentence by sentence after normalising whitespace, quotation marks, case and digits, so re-formatting and restated figures do not read as changed language. Wording changes appear as one removal and one addition. The current filing and the prior one are authoritative.

What changed 10-K

Item 1. Business