; Whereas, in 2022, programs authorized under the Workforce Innovation and Opportunity Act ( 29 U.S.C. 3101 et seq. ) are estimated to have served more than 5,000,000 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 individuals with disabilities, had access to career services virtually and through American Job Centers during the 2020 program year; and (2) are a foundational part of the workforce development system; Whereas community colleges and other workforce development providers across the United States are well situated— (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 (referred 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; 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 implementation of high-quality CTE programs that— (1) combine rigorous academic content with occupational 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