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The language of economics is quickly replacing the language of schooling, and that might not bode well for our children in the long term.

Two recent studies suggest that all the recent educonomic talk might thwart children's performance in the long run. (I learned about both studies from Newsweek's Nurture Shock blog).

The first found that students who focus more on test scores than on the inherent value of learning don't retain much of what they get by heart for a test. No big surprise there. 

The second found that students do worse on tests when they believe they are competing with many people. By contrast, they "work harder, and do better, when they are up against just a few people." The study's authors speculate that students are more motivated to succeed when the competition is personal, when there are "fewer people in the race."

So the common language of school reform might actually take some wind out of students' sails. All that focus on test scores, especially those test-prep classes and rallies, might actually smother the urge to learn. And all that time we spend warning students that they're up against millions of Chinese and Indian geniuses? It may be counterproductive.

Reformers will no doubt heave exasperated sighs if they read this. High-flown rhetoric about love of learning won't do much for children who can't read. We can't turn a blind eye to test scores if we truly care about equity. And we can't bury our heads in the sand as other nations educate more people to a higher standard than we do. And those exasperated reformers have a point.

But I guess I'm asking for moderation. The language of economics has infiltrated the school room, and that may affect students' motivation in ways we don't intend. When teachers or parents talk about love of learning or other high ideals, they're doing their jobs. Let's not drive such terms out of the vocabulary.