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News Article | May 9, 2017

Total consolidated revenue for the first quarter of 2017 decreased 9.9% to $75.7 million, compared to total revenue of $84.0 million in the first quarter of 2016.  Consolidated income from operations before interest income and income taxes in the first quarter of 2017 was $8.3 million, compared to consolidated income from operations before interest income and income taxes of $16.0 million in the first quarter of 2016. Net income for the first quarter of 2017 was $4.5 million, or $0.28 per diluted share, compared to net income of $10.3 million, or $0.64 per diluted share for the first quarter of 2016. The weighted average diluted shares outstanding for the first quarters of 2017 and 2016 were approximately 16.3 million and 16.2 million, respectively. Total cash and cash equivalents as of March 31, 2017 were approximately $147.8 million, compared to $120.0 million as of March 31, 2016. Capital expenditures were approximately $1.7 million for the three months ended March 31, 2017, compared to $3.1 million in the prior year period. Depreciation and amortization was $4.7 million for the three months ended March 31, 2017, compared to $4.9 million for the same period of 2016. 1APUS Net Course Registrations represent the approximate aggregate number of for which students remain enrolled after the date by which they may drop a course without financial penalty. 2APUS Student Enrollment represents the number of unique active , including those who take an approved leave of absence for up to two years, who have reached the eighth day of their first course or who have completed at least one course within the last 12 months for which a grade was received. 3HCN Student Enrollment represents the total number of students enrolled in a course after the date by which students may drop a course without financial penalty. The following statements are based on American Public Education's current expectations. These statements are forward-looking and actual results may differ materially. The Company undertakes no obligation to update publicly any forward-looking statements for any reason unless required by law. American Public Education anticipates second quarter 2017 consolidated revenues to decrease between approximately 10% and 7% year-over-year, compared to the second quarter of 2016. The Company expects consolidated net income of between $0.19 and $0.24 per diluted share in the second quarter of 2017. American Public Education also expects the following results from its subsidiaries in the second quarter of 2017: A live webcast of the Company's first quarter 2017 earnings conference call will be broadcast today at 5:00 p.m. Eastern time. This call will be open to listeners who log in through the Company's investor relations website, A replay of the live webcast will also be available starting approximately one hour after the conclusion of the live conference call. The replay will be archived and available to listeners for one year. About American Public Education American Public Education, Inc. (NASDAQ: APEI) is a leading provider of higher learning dedicated to preparing students all over the world for excellence in service, leadership and achievement. The Company offers respected, innovative and affordable academic programs and services to students, universities and partner organizations through wholly owned subsidiaries: American Public University System and National Education Seminars Inc., which we refer to in this press release as Hondros College of Nursing. Together, these institutions serve more than 85,000 adult learners worldwide and offer more than 200 degree and certificate programs in fields ranging from homeland security, military studies, intelligence, and criminal justice to technology, business administration, public health, nursing and liberal arts. For additional information, please visit Forward Looking Statements Statements made in this press release regarding American Public Education, Inc., or its subsidiaries, that are not historical facts are forward-looking statements based on current expectations, assumptions, estimates and projections about American Public Education, Inc. and the industry. These forward-looking statements are subject to risks and uncertainties that could cause actual future events or results to differ materially from such statements. Forward-looking statements can be identified by words such as "anticipate," "believe," "seek," "could," "estimate," "expect," "intend," "may," "should," "will" and "would." These forward-looking statements include, without limitation, statements regarding expected growth, expected registration and enrollments, expected revenues, and expected earnings. Actual results could differ materially from those expressed or implied by these forward-looking statements as a result of various factors, including the various risks described in the "Risk Factors" section and elsewhere in the Company's Annual Report on Form 10-K for the year ended December 31, 2016, Quarterly Report on Form 10-Q for the period ended March 31, 2017 and other filings with the SEC. The Company undertakes no obligation to update publicly any forward-looking statements for any reason, unless required by law, even if new information becomes available or other events occur in the future. To view the original version on PR Newswire, visit:

-- Chris Garvey serves as the vice president of events, co-founder and board member for Northern Virginia Conscious Business Alliance (NOVACBA), NOVACBA is a non-profit organization that promotes conscious business practices and their potential for helping the local business community to thrive. Garvey is a resident of Bristow, Virginia.Garvey is senior manager of client services for American Public University System,, where he works on partnerships with organizations throughout the United States.  He has held positions with four universities and an accredited student travel company. He has also been involved in volunteer work for Capital Hospice."The efforts of NOVACBA align closely with my belief that conscious business practices are an important component in the overall performance and success of any organization,"said Garvey. "We are growing a community of volunteers who value empowering people and their businesses to thrive."He has also worked as a sales and marketing professional for a home builder and as a licensed real estate agent in Virginia and Maryland representing developers.  While in real estate, Garvey received multiple sales awards including a Major Achievement in Marketing Excellence award for reaching $91 million in sales volume for the year.Garvey earned a master's degree in industrial relations from The University of New Haven as well as a graduate certificate in human resources.  He also holds a bachelor's degree in psychology from the University of Connecticut.

Burgess M.,United Virtual | Ice P.,American Public University System
Journal of Educational Computing Research | Year: 2011

In this study, we examined optimal experience and the antecedents of flow as reported by college-level developmental reading students using Second Life, a multi-user virtual environment. In an educational context, Second Life provided a space for demonstrating 21st century skills including communication, collaboration, problem-solving, and creativity. The researchers in this study examined optimal experience or flow, in particular, toward discovering the extent to which participants reported a prolonged, focused concentration during reading activities within Second Life that either preceded or paralleled the aforementioned 21st century skills. Participants were 42 students enrolled in two developmental reading courses in the fall 2009 semester. Both quantitative and qualitative data were collected and analyzed, yielding results that confirmed that optimal experience was attained and that further served as a catalyst toward demonstrated 21st century skills. © 2011 Baywood Publishing Co., Inc.

Chief Learning Officer magazine, a flagship publication of Human Capital Media (HCM), is pleased to announce the Platinum Sponsors for this spring’s CLO Symposium17. The five workforce development innovators — Center for Applied Learning, DDI, DeVryWORKS, Goizueta Business School and Saba — have signed on to support and participate in the conference, which attracts hundreds of global corporate education executives focused on the power of learning to fuel organizational performance. Center for Applied Learning The Center for Applied Learning (CAL) at American Public University System provides customized training and workforce development solutions designed to address the diverse and changing needs of teams and organizations. CAL solutions deliver focused, relevant, interactive educational experiences that improve organizational performance. DDI Development Dimensions International (DDI) is a global human resources consultancy, specializing in leadership assessment and development. We transform the way companies hire, promote, and develop leaders across the entire pipeline. What if you could: That’s where DDI comes in. Obsessed with the science of leadership. Five decades of experience. One million better leaders. Visit DeVryWORKS DeVryWORKS helps organizations build on strategic talent initiatives and address their business challenges in today’s competitive marketplace. We form close alliances with our employer-partners to truly understand their objectives, and provide custom solutions to help you build a brilliant workforce and contribute to the success of your company. Emory Executive Education Emory Executive Education offers custom executive education programs, open enrollment short courses and over seven business certificates to elevate individual capabilities and organizational competencies. Our programs feature Goizueta Business School’s acclaimed faculty alongside our diverse network of practitioners who bring business theory and its practical application. We are globally regarded as a leader in executive education, providing rich experiences designed with clients, executives, and working professionals in mind. Saba Saba is a global leader in next-generation cloud solutions for talent management. The company helps organizations transform the way they work by enabling the continuous learning, engagement and development of their people network. Supporting the new world of work, Saba delivers learning, performance, succession, career development, workforce planning and compensation solutions that incorporate modern technologies such as social, collaboration, mobile and gamification. Saba solutions are based on the Saba Cloud platform, a highly scalable architecture that exceeds industry scalability, performance, and security standards. Saba currently supports over 31 million users from 2,200 customers across 195 countries and in 37 languages. “For 14 years, the CLO Symposium has been at the forefront of strategic thought leadership for senior learning executives,” said Mike Prokopeak, HCM editor in chief. “It also has become the premier hub of connection and knowledge transfer, as the industry continues its evolution into a true driver of business growth and innovation. Sponsoring the CLO Symposium offers a unique opportunity for providers and practitioners to intersect and interact within the dynamic, influential community that has grown up around this key educational conference.” To learn more about sponsoring events hosted by Human Capital Media, contact Kevin Fields, director of business development – events, at kfields(at)

Diaz S.R.,West Virginia University | Swan K.,University of Illinois at Springfield | Ice P.,American Public University System | Kupczynski L.,Texas A&M University-Kingsville
Internet and Higher Education | Year: 2010

This research builds upon prior validation studies of the Community of Inquiry (CoI) survey by utilizing multiple rating measures to validate the survey's tripartite structure (teaching presence, social presence, and cognitive presence). In prior studies exploring the construct validity of these 3 subscales, only respondents' course ratings were utilized. This study asked participants to additionally rate the importance of each CoI survey item. Descriptive analyses of the gaps between course rating scores and the respective item-importance ratings revealed that social presence items, perceived as the least important of the CoI subscales, yielded the gap scores with least variability, while gaps in teaching presence items revealed areas where instructors might focus more attention. Multiplicative scores for each item were computed as the product of an item's course rating score and its corresponding importance rating. Even when including this additional measure of perceived importance, factor analysis of multiplicative scores (item rating * importance rating) supported the CoI model's tripartite structure, and so prior validation studies. © 2009 Elsevier Inc. All rights reserved.

News Article | November 7, 2016

CHARLES TOWN, W.Va, Nov. 7, 2016 /PRNewswire/ -- American Public Education, Inc. (NASDAQ: APEI) – parent company of online learning provider American Public University System (APUS) and campus-based Hondros College of Nursing (HCON) – announced financial results for the quarter ended...

News Article | February 28, 2017

CHARLES TOWN, W.Va., Feb. 28, 2017 /PRNewswire/ -- American Public Education, Inc. (NASDAQ: APEI) – parent company of online learning provider American Public University System (APUS) and campus-based Hondros College of Nursing (HCON) – announced financial results for the quarter and year...

Keavney E.C.,American Public University System
Journal of Asynchronous Learning Network | Year: 2015

The Joining Forces Initiative challenges nursing programs throughout the country to develop curriculum that addresses the unique healthcare issues facing veterans. It is imperative that Bachelor of Science in Nursing (BSN) students acquire the knowledge that will help them to care for veterans in all areas of nursing practice. This article describes a retrospective evaluation of the effectiveness of a dedicated core curricular course in increasing awareness of the unique issues facing today’s veteran. It also discusses whether nursing students gain an appreciation for their role in helping veterans gain access to available resources and achieve maximum health and wellness. © 2015 Sloan Consortium. All rights reserved.

Richardson J.C.,Purdue University | Ice P.,American Public University System
Internet and Higher Education | Year: 2010

Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the purpose of the study three instructional strategies used in the development and implementation of online discussion questions were examined: a case-based discussion, a debate, and an open-ended (or topical) discussion. Using a mixed method approach, the study focused on critical thinking levels as described in the Community of Inquiry (CoI) framework and operationalized in the Practical Inquiry Model (PIM). The study investigated (1) participants' preferred instructional strategy and rationales for the selection, (2) the contribution of student background and demographic criteria to students' preferred instructional strategy, (3) the contribution of students' strategy preferences in predicting level of critical thinking, based on the Practical Inquiry Model's (PIM) indicators, and (4) comparisons of participants' critical thinking levels across instructional strategies. Implications for the design of online discussions that foster critical thinking are discussed. © 2009 Elsevier Inc. All rights reserved.

American Public University System | Date: 2013-08-22

A scheduling and balancing server operates with data acquired from a scheduler datastore and data from datastores residing in a university server to dynamically generate an annual course rolling schedule and to dynamically place faculty into course sections defined by the annual course rolling schedule.

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