Jewish youth who terminate their religious education at Bar-Mitzvah age face severe cultural and psychological challenges when entering college, creating a crisis of identity and continuity in American Jewish life. While over 65% of Jewish youth attend college, fewer than 2% continue Hebrew education through high school, leaving them with elementary Jewish knowledge against sophisticated general education. This stark educational imbalance produces documented feelings of alienation, inferiority, and escapism among Jewish college students confronting complex intellectual and spiritual challenges. Through observational analysis and educational assessment, Millgram demonstrates that mandatory Hebrew high school education represents the essential solution for bridging this developmental gap. The proposed curriculum emphasizes depth over breadth, utilizing classical Hebrew texts while ensuring contemporary relevance and intellectual rigor. Implementation requires coordinated teacher training programs, parental education campaigns, and institutional leadership development. By combining experiential learning through Youth Congregations with traditional textual study, the approach integrates practical Jewish living with academic scholarship. Only systematic high school-level Jewish education can produce emotionally integrated, spiritually committed Jewish adults capable of meaningful participation in both American society and Jewish communal life. Educational reform at the secondary level emerges as the critical frontier for ensuring Jewish cultural continuity and preventing large-scale assimilation in twentieth-century America.