Modern Foreign Languages (MFL) as a secondary school subject is affected by two policies, namely the English Baccalaureate (EBacc) and Progress 8, which contribute to the measurement of performance in exams at age 16 (GCSEs). In this paper, I discuss the concept of performance measurement in schools and the purpose it purportedly serves, before outlining these two policies and considering how they contribute to the culture of performance measurement and a non-neutral discourse around 'standards'. I argue that the two policies act in tension in a game of tug of war with one another in such a way that the net positive effect on the subject of MFL is zero, but that the negative effect on students is substantial. I suggest that the policies act to impose middle-class notions of what it means to be educated on students, with a substantial negative effect on students from low socio-economic status backgrounds both in terms of their interest in the subject and their perceptions of their own value within the education system.