Iris Daruwala is a senior researcher at AIR, where she works with foundations and federal, state, and local agencies on research and evaluation projects. Her work is primarily focused on understanding how educational interventions and reforms can reduce inequities among marginalized student groups and support whole child well-being. As an organizational sociologist of education, she is trained to examine the coherency of educational policies and systems.
Dr. Daruwala has content expertise in collective impact and cross-sector collaboration, social-emotional learning, and whole child behavioral-academic supports and interventions. She is currently the implementation study lead for the 3-year Learning Renewal – Pandemic Recovery Study in partnership with the Illinois State Board of Education and the data collection co-lead for the 11-year Multi-Tiered Systems of Support for Reading Study. In previous roles, she has served as the project director for pandemic recovery, collective impact, and math studies, and led several data collection and analysis tasks for randomized control trials, quasi-experimental studies, and case studies.
Ph.D., Sociology of Education, Teachers College, Columbia University; M.Phil., Sociology of Education, Teachers College, Columbia University; B.A., Development Studies, University of California at Berkeley