I would say, “No more so than it’s died in general public education.” Memory techniques have not been an integral part of an American public-school curriculum for over 100 years—if they ever were.
On the one hand, it’s baffling. There have been proponents of memory techniques—many of them popular performers—all along. And there have been a number of books written by and about them that describe their techniques; it’s not like memory techniques are some big secret or some kind of witchcraft. So why haven’t these techniques ever become a part of what it means to be educated in America? (I say “America” because that’s where I live and what I know. And it’s possible that mnemonics are part of the curriculum in other countries.)
On the other hand—and this is probably true for other countries as well—it can be very difficult to change the way children are taught. There’s fear that our “experiments” will somehow wreck a generation.
So the responsibility seems to fall with interested parents and the efforts of those few “memory missionaries” willing to take their message to the classrooms.