The purpose of this article is twofold. First, it examines the requirement in No Child Left Behind (NCLB) that states have all students "proficient" in math and reading by 2013-2014. Second, the article assesses the organizational capacity of eighth-grade programs in Massachusetts to meet that directive. Issues of organizational capacity, system adequacy, and performance accountability frame this discussion. The findings reveal that significant differences persist in the organizational capacity of eighth-grade programs across the state. Moreover, no Massachusetts school has met the NCLB goal of 100% proficiency in either math or reading, calling into question the adequacy of the system or the appropriateness of the policy. (Contains 2 notes and 5 tables.)