In short: yes.
Longer: IMHO those in power in education who try to fix it are attempting to fix the wrong things. Academic achievement issues will not be corrected by a schedule or change in grade structure of buildings, or teaming or looping or whatever organizational tool happens to be the most popular at the time. The problem which is being ignored is that education hasn't really changed in over 100 years. Educators might know a lot more about children or how children learn and they may teach in different ways than others in the past, but what hasn't happened is the passing on and refinement of lessons which are proven to be most effective in educating the child. I am not speaking of philosphical "best practices" but of specific lessons. When one argues over philosphical best practices (like direct instruction, or inquiry, or the socratic method, or etc...)that is akin to doctors arguing over surgery vs medicine. They are both/all appropriate depending upon the specific desired outcome. The same is true in education, it isn;t eithor/or but which for this specific piece of content I want the kids to learn. Here is where the rubber meets the road, or doesn't in education. Once it is decided which approach is most appropriate for this specific lesson, there is no standard operating procedure to teach that lesson which has been demostrated to be effective in most cases. As professionals we would use our expertise to adapt and adjust when complications arise. But we don't. Instead we still try to reinvent a lesson to teach a specific concept. We may beg borrow and steal ideas from other teachers and this is the problem. We do not have any lessons as a profession which are the standard by which we begin. This is akin to doctors who, once it is decided surgery is the best option, sitting down and designing the surgical procedure based on their knowledge of the human body. This is not done. Yet in education, this is how we operate (pun intended). So my long answer is also yes. The problem isn't so much design of the schools, but of how we as a profession have a system which does not design any methods which are proven effective and used as a standard operating procedure. These are not passed on to teachers entering the profession, they and us have to develop our own. IMHO this is the big elephant which is keeping education in the 19th century.
I know I will offend many by the post and it is easy to pick at individual statements I have made. But the big picture is hard to deny, we have not evolved even with the increased knowledge that science has provided us. We think we individually have, but sytemically we haven;t.