IV 
119TH CONGRESS 
1ST SESSION 
H. RES. 690 
Expressing support for the designation of September 2025 as ‘‘National 
Workforce Development Month’’. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 10, 2025 
Ms. BONAMICI (for herself, Mr. GUTHRIE, and Mr. THOMPSON of Pennsyl-
vania) submitted the following resolution; which was referred to the Com-
mittee on Education and Workforce 
RESOLUTION 
Expressing support for the designation of September 2025 
as ‘‘National Workforce Development Month’’. 
Whereas support for the education, development, and career 
advancement of the workforce in the United States, 
known as ‘‘workforce development’’, is crucial to the abil-
ity of the United States to compete in the global econ-
omy; 
Whereas collaboration among multiple stakeholders, including 
State and local governments, workforce development 
boards, Governors, State and local education, workforce, 
and human services agencies, community colleges, local 
businesses, employment service providers, and commu-
nity-based organizations, provides for long-term, sustain-
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•HRES 690 IH 
able, and successful workforce development across tradi-
tional sectors and emerging industries; 
Whereas the number of jobs that require more than a high 
school diploma but not a 4-year degree is projected to in-
crease by roughly 23 percent by 2030; 
Whereas the Bureau of Labor Statistics reported in July 
2025 that there are approximately 7,400,000 unfilled 
jobs in the United States, which decreases corporate pro-
ductivity, reduces the local tax base, and hinders global 
competitiveness; 
Whereas 76 percent of business leaders say greater support 
for skills development would help their businesses; 
Whereas, in 2021, a record 47,400,000 Americans quit their 
jobs, many of whom did so to try to improve their em-
ployment situation; 
Whereas, as of August 2025 in the United States— 
(1) roughly 7,200,000 individuals are unemployed; 
(2) unemployment rates for Black and Hispanic 
adults are well above the unemployment rates for White 
adults; and 
(3) workers without postsecondary education and 
skills development are more likely to be unemployed; 
Whereas, according to a recent poll, 44 percent of United 
States workers said their current job may be at risk be-
cause of new developments in technology and automation, 
while 50 percent said they would retrain for a career in 
a different field or industry if they had the opportunity; 
Whereas, in 2014, Congress reauthorized the Workforce In-
novation and Opportunity Act (29 U.S.C. 3101 et seq.) 
with overwhelming bipartisan support in recognition of 
the need to strengthen the focus of the United States on 
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•HRES 690 IH 
the skills necessary to effectively prepare individuals for 
employment in local and regional industries, and this leg-
islation is now due for reauthorization; 
Whereas the Workforce Innovation and Opportunity Act (29 
U.S.C. 3101 et seq.) supports employment, career explo-
ration, skills development, and supportive services for ap-
proximately 2,700,000 individuals with barriers to em-
ployment, including— 
(1) individuals who earn low incomes; 
(2) individuals who are out of work, including the 
long-term unemployed; 
(3) individuals displaced by outsourcing; 
(4) individuals living in rural areas or areas with 
persistently high unemployment; 
(5) individuals who seek employment after incarcer-
ation; 
(6) individuals looking to learn new skills; and 
(7) individuals with disabilities; 
Whereas the more than 550 workforce development boards 
and 2,300 American Job Centers are a driving force be-
hind growing regional economies by providing resources 
and assistance to workers, often through apprenticeships, 
work experience opportunities, and on-the-job training, 
with over 70 percent of individuals receiving career and 
training services becoming employed; 
Whereas ongoing State and local implementation of the 
Workforce Innovation and Opportunity Act (29 U.S.C. 
3101 et seq.) provides unprecedented opportunities to de-
velop the skills of workers in the United States through 
access to effective, quality workforce education, including 
the development and delivery of proven strategies such as 
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•HRES 690 IH 
sector partnerships, career pathways, integrated edu-
cation, work-based learning models, and paid internships; 
Whereas, in 2022, programs authorized under the Workforce 
Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) 
are estimated to have served 8,583,318 individuals and 
have the potential to serve many more if the delivery of 
such programs is improved; 
Whereas State programs established under the Wagner- 
Peyser Act (29 U.S.C. 49 et seq.)— 
(1) ensured that nearly 2,500,000 workers, including 
more than 146,000 veterans and more than 120,000 indi-
viduals with disabilities, had access to career services vir-
tually and through American Job Centers during the 
2020 program year; and 
(2) are a foundational part of the workforce develop-
ment system; 
Whereas community colleges and other workforce develop-
ment providers across the United States are well situ-
ated— 
(1) to train the next generation of workers in the 
United States; and 
(2) to address the educational challenges created by 
emerging industries and technological advancements; 
Whereas participation in a career and technical education (re-
ferred to in this preamble as ‘‘CTE’’) program decreases 
the risk of students dropping out of high school, and all 
50 States and the District of Columbia report higher 
graduation rates for CTE students, as compared to other 
students; 
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Whereas community and technical colleges operate as open 
access institutions serving millions of students annually 
at a comparatively low cost; 
Whereas the Strengthening Career and Technical Education 
for the 21st Century Act (Public Law 115–224; 132 
Stat. 1563) supports the development and implementa-
tion of high-quality CTE programs that— 
(1) combine rigorous academic content with occupa-
tional skills; and 
(2) serve approximately 12,300,000 high school and 
college students across the country; 
Whereas there are nearly 600,000 registered apprentices in 
the United States, and there is growing and bipartisan 
support for expanding quality earn-and-learn strategies 
to help current and future workers gain skills and work 
experience; 
Whereas the federally supported workforce system and part-
ner programs— 
(1) have helped rebuild the economy of the United 
States and provide increased economic opportunities; 
(2) provide a pathway into 21st century jobs that 
support families while ensuring that businesses in the 
United States find the skilled workforce needed to com-
pete in the global economy; 
(3) generate tax revenue, increase labor force par-
ticipation, and reduce reliance on public assistance; 
(4) leverage additional resources from private phi-
lanthropy, business, community foundations, and other 
public and private sources; and 
(5) have the potential to serve many more if the de-
livery of such programs is improved; and 
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Whereas workforce development is crucial to sustaining eco-
nomic security for workers in the United States: Now, 
therefore, be it 
Resolved, That the House of Representatives— 
(1) expresses support for the designation of 
‘‘National Workforce Development Month’’; 
(2) supports Federal initiatives to promote 
workforce development; and 
(3) acknowledges that workforce development 
plays a crucial role in supporting workers, increasing 
labor force participation, and growing the economy. 
Æ 
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