That is surprising since claims regarding the failings of our schools are so prevalent in media and society as a whole.
I agree - it's the same here in Canada - but I would attribute that to attempts to improve the system using new techniques which have never been proven to work better than the system they replaced. Worse the reason given for using the new system is that the previous system is "old and archaic". You do not replace something simply because it is old, you replace it when you have something better.
Many of the new teaching techniques I have seen work not because of their brilliance - indeed many are half-baked ideas - but because the person who came up with them is clearly enthusiastic about the approach and communicates that to their students when using the technique. To really show the worth of a new teaching technique it needs to be used by someone who is not particularly keen about it (but neither hostile to it). The reason that we keep seeing all these different approaches which then get withdrawn and/or derided is because this is the hurdle they almost all fail: they do not work with a less motivated tecaher