In short
Danielle Strachman argues for “weirdos worth backing”: measuring impact over time, funding intrinsic motivation, and nurturing young talent through trust, community, and project-based learning rather than punishments, rewards, or rigid credentials.
Guest background
Danielle Strachman is an education founder and venture investor. She started a US charter school (Innovations Academy) focused on mindfulness/socio-emotional learning, no homework, and student-led project work; she served as a young director/principal-like leader (purple hair, no formal education degree). She later helped found the Teal Fellowship, which gives teens $250,000 to build instead of attend college. She is now co-founder of Early Stage Fund 1517.
Key claims
Mainstream education fails by suppressing intrinsic motivation via extrinsic rewards/punishments and “wrong place, wrong time” behavior management. Investors should avoid short-term ROI demands; outcomes emerge over years. At 1517/Medici-style grants, they don’t “hold hands” or require receipts; they provide resources and let makers self-select.
Notable examples
A 4th-grade student swore in class; Danielle let her swear in the office and the behavior stopped. A teen making hyper-realistic stuffed animals used “ninth iteration” methods. A campus boba-shop team learned entrepreneurship by actually running a stand (not spreadsheets). 1517 grantees later became companies like Deepgram, Mach Industries, and Optimotive.
Written by AI. May contain mistakes. Listen to the episode to check what was said.
Chapters
Tap a time to open that second in VOImpact Measurement in Investment
0:00 to 0:36
Learn about the importance of measuring impact in investments and education.
“There's so many things people try to measure that don't make sense in the moment.”
Danielle Strachman's Unique Approach
0:36 to 2:40
Discover Danielle's unconventional journey through education and investing.
“Can you talk me through just that part of your career?”
First Impressions of Australia
2:58 to 3:56
Hear Danielle's experiences and observations during her visit to Australia.
“It's for this very reason that it was obvious that the best person to speak with Danielle about her vision and her approach was Blackbird Foundation head Joel Connolly.”
Starting a Charter School
3:56 to 8:08
Danielle shares her journey of founding a charter school in the US.
“fascinating to me that you started in education and you ended up in venture and you've done all these really interesting things in between.”
Innovative Educational Practices
8:08 to 14:00
Explore the innovative practices and philosophies behind Danielle's school.
“We operated a lot like a startup where each classroom had a lot of creativity that they could build into the classroom on their own.”
Coping Mechanisms in Education
14:00 to 14:34
Learn how allowing students to express themselves reduces behavioral issues.
“The next day she comes running to my office.”
Project-Based Learning Approach
14:34 to 15:08
Discover the benefits of student-led project-based learning in education.
“something, they no longer needed to act on that behavior again.”
Evolving Educational Questions
15:08 to 16:13
Understand how essential questions evolve with student maturity.
“So especially in unstructured time, recess, before school, after school, noticing what conversations are the students having?”
Unlearning Negative School Experiences
16:13 to 17:39
Explore how students unlearn negative experiences from previous schools.
“And so actually a lot of what we were doing in the first few years of the school was sort of unteaching the ways that they had developed at other schools.”
Parental Concerns About Education
17:39 to 19:18
Listen to insights on parental concerns regarding homework and school environments.
“The children who have started at kindergarten and matriculate all the way through, they're not having those bad experiences.”
Show all 28 chapters
Supporting Young Talent Through Grants
19:18 to 20:55
Learn about the process of nurturing young talent through grant programs.
Balancing Guidance and Independence
20:55 to 22:46
Understand the importance of fostering independence in young creators.
“But after that, I'm like, all right, you're a free bird at this point.”
Real-World Learning Experiences
22:46 to 23:54
Discover how real-world experiences enhance learning for young makers.
“like the way you just described it there, like there are people who are going to fall, fall away and who, and then you're okay.”
The Pitfalls of Traditional Entrepreneurial Education
23:54 to 26:59
Critique the shortcomings of traditional entrepreneurial programs in schools.
“And she said, I've never done anything like this before.”
Successful Boba Stand Experience
26:59 to 27:33
Hear about the transformative success of a student-run boba stand.
“Like, I'm not interested in trying to deprogram you from the bullshit that you're getting from the business school here.”
Innovative Entrepreneurship Lab Concepts
27:33 to 28:00
Explore ideas for a better entrepreneurial learning environment for students.
“It's this like beautiful summer day of them on the quad and there was this zigzag line of like a hundred people waiting to get Boba.”
Entrepreneurship Labs for Young Innovators
28:00 to 29:41
Learn about the unique entrepreneurial programs aimed at young people and their potential impact.
“Do it in your own way, but do it together and then compare notes.”
Navigating Competitive Spaces in Entrepreneurship
29:41 to 31:29
Discover how to approach mentorship and investment for hyper-competitive business ideas.
“We don't think we're very good at picking things out of hyper competitive spaces.”
Unexpected Paths from Grants to Startups
31:29 to 33:31
Explore stories of grantees who transitioned from small grants to successful startups.
“for cheaper than anyone else had done it.”
The Importance of Passion in Young Entrepreneurs
33:31 to 36:18
Understand the qualities that make young entrepreneurs stand out, with a focus on passion and uniqueness.
“And then what we really thought would happen with these grants was that people might remember us and come back three, four, five, six, seven years later.”
Evaluating Young Talent and Fostering Innovation
36:18 to 38:15
Learn about the methods for identifying and nurturing talent among young entrepreneurs.
“How did you get so interested in that unique area?”
Trust and Freedom in Grant Programs
38:15 to 41:29
Discover how trust and freedom empower young entrepreneurs in their projects through grant programs.
“And I was like, they're going to lose that envelope.”
Measuring Impact and Investment Success
41:29 to 42:00
Learn about the importance of measuring impact and returns in investment for sustainability.
“I'm not interested in that for a thousand dollar grant.”
The Importance of Relationships in Investment
42:00 to 45:34
Learn how building genuine relationships influences investment success.
“I think our IRR on that fund is something like 38, 39 percent, which puts us in the very top tier of investors from that vintage.”
Hiring for Culture and Values
45:34 to 49:47
Discover the approach to hiring that embraces values and respect.
“That's all well and good when it's like you and Michael, right?”
Investment Decision-Making Process
49:47 to 53:14
Understand the structured process behind making investment decisions.
“And so we do have lots of discussions at the team of like, well, yeah, you can totally think that something is crazy in a bad way, you know, but let's be inquisitive about it.”
Changing Perspectives on Education
53:14 to 53:30
Explore the shift in thinking about school districts and education.
Nuances in Educational Systems
53:30 to 55:06
Reflect on the complexities and intentions within educational systems.
“I guess one very visceral thing that I learned running the charter school is I think I went into it thinking the school district is evil and bad.”
Transcript
Automatic transcript. May contain errors.0:00There's so many things people try to measure that don't make sense in the moment. And it is only over time that you yield the result. And this is true for events. This is true for grant programs. This is obviously true as an investor. You don't put money into a startup and be like, where's the markup tomorrow?
0:18Danielle Strachman:How do you think about impact and measuring impact and explaining that? Do you feel the need to measure any of the stuff that you do? I mean, we have to measure our investment outcomes because otherwise we don't get to stay in business. For example, our Fund One has returned 4X in actual money to our investors. Oh, wow. You started your own charter school in the US. Can you talk me through just that part of your career? I said to her, I said, we hate school. Why would we want to start a school? We were doing things that were extremely novel and unique. What's your opinion on the ways that mainstream education fails young people?
0:51I really am a big believer in giving young people resources to see what they do with them and how that inspires the next step.
1:03We live in a world where due diligence is prized. Be conscientious. Hunt down that reference. Do the analysis. And, you know, for people who are investing other people's money, there's a lot of sense in that approach, of course. But what if you had no strictures and just a very strong belief in your ability to find interesting young people, sniff out their unique potential, and you have a stack of appetite for risk. You might, if you were Danielle Strachman, go as far as making habit of sending$1 ,000 to a promising young person's bank account on the spot. Danielle is both weird and loves weird.
1:42She's weird because 20 years ago she decided to start a school in the US which taught mindfulness and socio-emotional learning well before it was part of the accepted wisdom. Like she was a principal with purple hair. She gave kids what might even now be considered a radical level of responsibility over their own learning and their behaviour. She then went on to be part of the founding team of the Teal Fellowship, a program famed for giving kids$250 ,000 to skip college in favour of building something. And in her new role as co-founder of Early Stage Fund 1517, She describes weird as one of the principal things she hunts for in the young people she funds.
2:23She's not looking for credentials or polish, and as you'll hear, they actually kind of turn her off. She instead backs herself to find the kid doing the outlandish thing, supports them with a bit of cash and a bunch of community, and lets them explore the possibilities and what possibilities they find. If you've been playing along, you'll think this sounds remarkably like what we do in the Blackbird Foundation, and you'd be right. Her fund and philosophy were actually big influences on us when we were starting out. And you might even have caught our conversation with foundation-funded protostar Sagali a few weeks back.
2:58It's for this very reason that it was obvious that the best person to speak with Danielle about her vision and her approach was Blackbird Foundation head Joel Connolly. It's a great conversation, and I think you'll love it.
3:13Danielle Strachman:Danielle, welcome to Australia. Welcome to Wild Hearts. How's your time been so far? So far, so great. I've really, really enjoyed it. And I love getting to know different places and ecosystems by like visiting and being boots on the ground and hearing from founders and makers and investors in the area. So it's been perfect. Cool. You just had Vegemite, right? You just told me before. For the first time. Give me a review. Oh man. We had it on toast. I had a bite of it. It was so sour. I was like, oh. I've never heard it described as sour. It's salty. Oh, it tasted so sour. Oh, wow. Okay. Well, welcome is the point, I guess.
3:49Danielle Strachman:I kind of, I wanted to start with, I just thought we could go over, you've had such an interesting career. It's been so windy and just kind of fascinating to me that you started in education and you ended up in venture and you've done all these really interesting things in between. So, is it okay if we just go through just quickly a few little blocks of your life? So, can we start with education? Tell me, you started your own charter of school in the US. Can you talk me through just that part of your career, what you did, what you learned, and then we'll move on to the next stuff after that. Yeah, absolutely.
4:22Happy to. You know, I do not have a formal degree in education. I don't have a teaching credential, anything like that. I always had this sense that becoming educated or how you interact with children and young people could look different. I didn't know exactly what that would look like but through a sort of a strange series of events I ended up working with homeschooled students in San Diego I grew up in the Boston area but had moved to San Diego and started a tutoring company there I'll never forget the very first time I showed up at this woman Nancy's house she has five children her children like flocked to the front door
5:00Danielle Strachman:oh you're here can we do history and reading and a science experiment that's like wow this is so different than when I'm going to either a private or a public school child's house and it's about homework help and we don't have time to kind of go back and fill in the gaps in knowledge or the basics where they might be faltering and it's just to kind of put a band-aid on a bullet wound and get through homework which nobody likes and then when I showed up at these homeschoolers homes and the children were vibrant and this idea of lifelong learning we talk about for children a lot, but I had never seen adults who were also lifelong learners.
5:38And these homeschool families really embodied that, especially I talked to a lot of homeschooling moms. They were always reading about things and learning about a new idea. And I was just like, oh, this whole family is in that. And from working with those communities, I worked with a woman named Christine Cooglin, who ran a homeschool co-op out of her garage at home for about maybe 10 or 20 families. And she came to me one day and said, hey, I'm thinking about starting a school. My four children are starting to say that they want to go to school and we can't find one that we like. So kind of like the little red hen, why don't we just do our own?
6:14And I thought she was crazy. And I said to her, I said, we hate school. Why would we want to start a school? And she went back through the story of like that. You know, she's very child led. She's more of an unschooler, which means that you follow your children's lead. and that's what her children wanted. So she wanted to be able to serve that up and we decided we would give it a go. We thought long and hard about did we want to be a public school or did we want to be a private school? And we thought the families that we wanted to serve would certainly not be able to afford a private school. So we wanted to open a charter school, which is basically like a, it is a public school.
6:54It is publicly funded, but you have a lot more control and flexibility over hiring staff. They do have to be credentialed teachers over your own curriculum, how you do things. And we wanted to bake in what we saw work with homeschoolers and scale that to a larger population. So in our homeschooling co-op, like I said, it was maybe 10 or 20 families. But when we opened the school the first year, it was 160 students. We now serve 400 students per year. And the things that we've baked in, it's interesting because the school this year, it's the 20th anniversary of founding. And in two more years, it'll be the 20th anniversary of running and actually opening those doors.
7:36But we were doing things that were extremely novel and unique. Things like having a social emotional curriculum in a school was unheard of 20 years ago. Things like a no homework policy. We started that 20 years ago. No one, you know, and parents would be like, oh my gosh, how am I going to know what's going on with my child? And we're like, well, we'll have blogs and we'll send information home. And parents, you know, they had to take kind of a leap of faith to enroll their children the first year because it was new. We operated a lot like a startup where each classroom had a lot of creativity that they could build into the classroom on their own.
8:18But it, you know, we didn't know exactly what it would look like. And I remember parents during the first set of kind of like parent-teacher conferences saying, oh, wow, because my child doesn't have homework, I thought I'd be nervous because I'm not able to see as much of what's going on. Well, what I am seeing that's going on at home is, wow, my child is reading again for pleasure. or they're like putting together these projects at home just because. And that was really interesting to see those kinds of outcomes. And so a lot of that was what the school was based on. And it's very interesting to see 20 years later, like so many schools have social emotional programs now, which is really nice to see.
8:55And I see this in the teens that we work with at 1517. We run a teen camp. We've invested in teens. The level of, I'd call it mindfulness they have and having a discussion with somebody else who has a differing viewpoint, it's so mature. Some of our campers were talking about AI stuff a couple years ago. And we were having this argument about like AI and art. And I was there and I was like, oh, yeah, I hate it. Didn't have a social emotional curriculum growing up over here. And this one young man was like, oh, well, yes, I can see your point. but there's this other viewpoint I was like oh my gosh wow it's really working so it's interesting to see these things come more into the cultural norm over time and a lot of what we were doing at the school and what I was doing with homeschoolers we also baked into the Teal Fellowship and what we do at 1517 so sometimes we say we're homeschooling CEOs at 1517 yeah can I
9:58Danielle Strachman:ask about that then so some of those things that you baked in like can we go a little bit deeper in the school part, like what was at the core of, I guess, the educational style or the pedagogy that you did? Like you just mentioned creativity. You mentioned some programs like no homework. Like what do you think was the kind of core differences between the way that you would educate young people versus a regular kind of public school system? Sure. So another thing that really makes us stand out is that we don't use punishments or rewards. We don't have a pizza party if the classroom is good we don't have the out system if you're bad what we're really trying to do going back to what we were talking about earlier about lifelong learning is get young people to find their intrinsic motivation and what that looks like and so a lot of our classrooms sometimes especially in the early years of 15 17 of innovations academy the charter school i would say it's kind of like a large group therapy session like when something's happening instead of trying to use a reward or a punishment as a shortcut for something, we get on the student level and say, hey, what's really going on here?
11:05Or even like, hey, wow, this work you've done. Tell me what you're really proud of in this. And putting it back on the child to be able to start articulating what they're seeing and noticing. Or if something's going off the rails, hey, what's really happening for you right now? Like, okay, like, why don't you want to be in the classroom right now. Or I'll never forget, I had a young lady in the fourth grade and she dropped an F-bomb in class and the teacher, and we were all on a first name basis. So Kim, the teacher, called me and I wasn't Miss Danielle there. I was just Danielle. Parents had a really hard time with that.
11:41No, no, it's respectful for my child to call you Miss Danielle. And I was like, no, it's respectful for your child to call me what I want to be called. And I'd like to be called Danielle. This young woman, Kaya, yeah, she had dropped the F-bomb in class. I went to the classroom and I had purple hair. I was like the cool principal. I was 28. Yeah, I was 28 when we opened the school. I was probably one of the youngest school directors at that time. And again, I had no teaching credential or an administrative credential. So technically, technically I couldn't call myself a principal. I had to be called a director because that's like the unofficial way.
12:19Danielle Strachman:How did you learn all this stuff? If you don't have any of the background in it, you never worked in it, you weren't taught it. How did you learn how to run a school like that? by the seat of my pants. I went to the school of hard knocks. It's interesting because there were certain parts of leadership that I think came sort of naturally to me. For myself growing up in high school, I was always leading school clubs and mentoring in different ways. And just, I don't know, there was something where it was coming naturally. And it was a little confusing. At the time, I was dating someone who had been early at PayPal, who had matriculated into leadership there.
12:57And so we would have these leadership discussions about how are we thinking about vision and mission. He's like, how do you know all this stuff? I'm like, I don't know, I'm just doing it. This young lady, I pulled her out of the classroom and I was talking to her. I was like, oh, what happened? Oh, I got really, really frustrated. And I'm like, so then I dropped an F-bomb. And one of our beliefs is that there's almost nothing that is like, with some exception, almost nothing that is inherently bad to do. It's just wrong place, wrong time. And so I was like, hey, listen, I get it. I, too, have been very frustrated before.
13:31I, too, drop F-bombs frequently. I just can't have you do it in the classroom. So let me tell you what. If you need to drop an F-bomb, you can come to my office, and I'll give you my office, and you can swear as much as you want in there. If you feel the need to swear at somebody, I'm happy to have you swear at me, whatever you want to do. And her eyes got really wide and she looked really excited. And she's like, yeah, deal. I was like, okay, great. Send her back to the classroom. The next day she comes running to my office. Danielle, Danielle, I need to swear. Can I swear in your office? And I was like, yeah, great job, kiddo.
14:08Like amazing. And I was like, do you want to swear at me or do you want to swear by yourself? She's by myself. And I bring her into my office and, you know, like most teaching establishments, there's windows in the doors so I can see her in there. And she's jumping up and down, swearing and swearing and swearing, gets out of her system, comes out. She's like, hey, thanks. And she runs back to the classroom. And the thing that I find interesting is she never came back again. She never needed to do it again. And so we found that a lot that by giving access and taking kind of the steam out of something, they no longer needed to act on that behavior again.
14:46So that's something very special and very different about what we do. And then on the education side, we do a lot of student-led project-based learning. So figuring out our teachers' jobs are to really be guides and say, yes, we're a public school. We have to go through the standards. But instead of thinking about how do we fit the student to the standards, how do we fit the standards to the students? So especially in unstructured time, recess, before school, after school, noticing what conversations are the students having? where where are they orienting their play and being able to look and see okay they're really interested you know second grade is super interested in roly-poly bugs right now okay cool we can cover these areas of science based on what they're like you know playing within the dirt yeah and bringing that into the classroom and then developing projects we are working with our students on answering essential open-ended questions so there's not a right answer it's like An essential question might be, how do shapes influence our world?
15:51And it's like, okay, wow. We see shapes in stop signs. We see shapes all over. We see shapes in nature. And so it's not about there's one right answer to this question. It's more exploratory and bold. And that's another very large difference with what we do.
16:06Danielle Strachman:And how does this progress over time? So the example of that question there seems like something that you would ask, I don't know, like a seven or eight-year-old. do the questions get more advanced over time as they they get older i mean they must but like yeah yeah what age does your school go up to and then how does it develop over time so we are a k through eight charter school so the students are about 13 or 14 when they're finishing at our school uh and yeah about five when they're starting yeah uh and yes as they mature like the depth of discussion and the content is certainly changing over time and what's been really interesting is when we first started the school, you know, except for the kindergartners, all the other students had been at other schools before.
16:50And so actually a lot of what we were doing in the first few years of the school was sort of unteaching the ways that they had developed at other schools. And honestly, a lot of students would open up to us about things where they felt embarrassed, sometimes traumatized at other schools, and they needed to get it out of their system. I'll never forget this little boy that we had at school. I think he was in first or second grade. He would come and tell us things like, in my old school, like, you know, if I was trying to be good, but like they would make me go to the back of the line and tie my shoes together so it was harder to walk.
17:27And then I'd like kind of be stumbling. And it was like, it was like, oh my gosh, that's terrible. And you could just see it was like really jarring for him that someone would make him do something like that as a five-year-old. But what's interesting over time is that the school has now been running for 18 years. The children who have started at kindergarten and matriculate all the way through, they're not having those bad experiences. And it's interesting because then when we have students who come into the school, sometimes we say what we're doing is like the IA way. That's an innovations academy.
18:03The new students who come in can kind of, by osmosis, learn from the other students. Like, oh, I noticed we're not picking on people the same way at other schools or, oh, interesting, we're doing this project and we're able to bring our own interests and passions into the classroom. You know, we're able to take what we're seeing happening in the world today and discuss that in the classroom and bring it up. So it scaffolds, you know, to the development of the young people that we're serving in the school. And the really interesting part, too, is, you know, like a lot of parents will have concerns about, oh, there's no homework.
18:39How are they going to do in high school if they don't have homework? Or a lot of parents would say things like, this sounds like it's going to be almost too nice, like too good of an environment. But the world is not nice. And so should we put our child in like this really nice environment when maybe the real world isn't like that? And it's like, wait a second. Like, you really want your child to have something that is maybe not developmentally constructive because the rest of the world is harsher. And what's been interesting, what we found, is that things like that intrinsic motivation that we're helping embed there, we hear from parents a lot saying, wow my child went to high school and they're doing the homework and like they're really participatory in class and even the teacher is noticing these things and they think it's because of the foundation that they got at innovations academy that's really interesting though i'm
19:32Danielle Strachman:i'm fascinated by the intrinsic extrinsic motivation um we have so the blackbird foundation which i run we have this program called proto stars which is similar to the medici grants in fact inspired a lot by Medici grants but um which we'll get to later but one of the challenges that we have is these we give them grants for passion projects and one of the challenges that we have is that they get into this cohort and in the beginning they all want a lot of structure like they're they want you to like yeah basically motivate them every week to do the tasks they've got to do they want you to shut they want you to run like we have these we meet up every week and they want those meetups to be really structured and to have learning kind of goals and a big thing that we have to undo over the first few weeks of the program is this idea that we're going to hold their hand through it and that we're going to give them rewards like they've even asked for like leaderboards sometimes like and we and I think to you yeah totally like to your point like this I'm interested in this like unlearning thing that you had to go through and the question I guess I want to ask you is like in what ways do you think like what's your opinion on the ways that mainstream education fails young people um i think you've obviously hinted at something there but i'm interested in your view on that if you have any ideas yeah it's interesting we're really clear with our medici grantees you know for folks listening that's uh typically a thousand dollar grant that we'll give to a young person who is a maker we love it to be something where they're getting their hands dirty on something hardware bio you know crafts arts things like that as well and i when i'm on boarding and even when i'm just discussing the grant with people i'll say this is a pull relationship you have to come to me and say hey i want to do an update call i want to do this and sometimes i'll do like you know between one and three calls over the course of a three-month period that are structured to kind of onboard them and just check in.
21:33But after that, I'm like, all right, you're a free bird at this point. And we have lots of resources at 1517, but you have to roll back into them. I'm not going to be holding your hand to do that. If I happen to think of you for something, that's great. We just hit over 1517 grantees, actually, like 1 ,517 grantees the other day. Yeah, I was like, oh, isn't that a perfect moment? So I was like, there are way more of you than there are of us on the team. There's only six of us. So if you want, if like, and I used to tell this to Teal Fellows too, this is like a buffet table, but I'm not here to make you eat.
22:09If you're hungry, I want you at the table. If you're not hungry, that's like not my job to make you hungry.
22:16Danielle Strachman:And is that self-selecting? Like you then, you will naturally get some attrition in that environment, right? Yeah, it's fine. Like, and you're okay with that? Of course. So let me ask you then. So I was skipping around a little bit here, but you go from like education principle, like we just talked about through to the Teal Fellowship. And now 15, 17, I'm interested in your ideas on nurturing talent. You can obviously find it, but how do you nurture talent? It's clearer to me in an educational environment, how you might do that. But now as a venture capitalist, like do you, like the way you just described it there, like there are people who are going to fall, fall away and who, and then you're okay.
22:54Yeah. Yeah. Our goal is to give young people resources and see what they do with them. And like that buffet style, we have events. We have things for them to plug into. If they want mentorship, they can come ask for it. I don't think there's anything inherently wrong with someone using one of our grants and learning something about it and it not working out. And what I always tell our grantees is this is not a startup grant. The idea behind this isn't that you build a company based on this. In fact, when people come with a company and they're like, I need a grant. I'm like, that's not what this is for.
23:33This is for being a pure maker building something. One of my favorite recent grantees is a young woman who's making hyper-realistic stuffed animals. This is not a startup. But the thing that I love about her, her name is Clara, is that she has an engineer's mind and she's applying it to crafts. It's very interesting. The first time I ever talked to her, she was very nervous. And she gets on a Zoom call with me. And I think she was 15 at the time. And she said, I've never done anything like this before. I don't know what to do. I was like, oh. I was like, well, I can certainly drive this conversation.
24:08I was like, let's start with your name and who you are and what your interests are. And she starts talking. And at one point, she says, yeah, I'm on my ninth iteration of this animal head. And I was like, iteration? iteration like well that's a fascinating word for a 15 year old to be using especially who's doing crafting and I asked her can I can I see one of these iterations and she pulls out this stuffed animal head and it's amazing it's like there's all these names for uh the methods that she's using to like pull the fabric in a particular way and she's telling me all about it and I was like, yeah, I totally want to give you a grant to like take this to the next level.
24:52I really am a big believer in giving young people resources to see what they do with them and how that inspires the next step. It's not necessarily about like, did you like complete the Medici project program? Like we don't have a program for it. If you want to interact, you're here. And I think that there's a lot about young people being in ecosystems with their peers and also near peer mentors who are just a few years ahead or a few cycles ahead of them where they get that really intense learning experience from that looks very different than a curriculum. As a counterexample, I was at Oberlin college shortly after the pandemic and I was doing office hours there.
25:39And this team comes in and they're like, we're going to start a boba shop on campus. And I was like, cool. And my first words were, where's the boba? Because I thought they're like innovating on making boba. And they're like, oh, we don't have any boba. I'm like, what do you mean you don't have any boba? You're like, you've got to build a boba shop. And this young man opens this laptop and he opens a spreadsheet. And I was like, what is happening? And he's like, well, okay, we've done all the unit economics and it's going to cost us this much to rent a building. And I was like, what are you talking about?
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26:17And he's like, well, we're opening a boba shop. I was like, you're in their like entrepreneurial program here. And he's like, yeah. And I was like, oh, I was like, no. No. I mean, yes, eventually you need to be able to map out the math of your business, but you need to open a boba stand. You need to put a table in the quad and see if people will buy boba. And it was like light shines on yonder windowpane. His eyes got so huge. And like he kept going back to what he was taught, which was like, well, no, but we got to rent this place first. I was like, stop talking about renting a building. You need a table, a tablecloth, some boba in the quad.
26:58And I told him, I said, I will not do another mentoring session with you until you do this. Like, I'm not interested in trying to deprogram you from the bullshit that you're getting from the business school here.
27:12Danielle Strachman:What do you think about entrepreneurial programs? Can I ask? I mean, I think they could be good, but I think most of them are very much like this where it's artificial. and I'm gonna like keep going on this Boba train for a second and tell you what I think would make for a great entrepreneurial program that I've never seen done. So they did the stand and it was amazing. They sent me this incredible photo. It's this like beautiful summer day of them on the quad and there was this zigzag line of like a hundred people waiting to get Boba. And then they had the real entrepreneurial learning happen right then.
27:48they ran out of the tea but they had extra boba so then one young lady who was on the team was had like light bulb goes off and she's like oh let me try to see if i can just sell them a bag of boba and not even the drink and she did she sold the baggies for two bucks each to people in line and they sold all the boba and all the tea now it was funny at the end of that he's like now we got to figure out how to rent a thing and i was like no you just gotta go do it that again and again and again and keep learning from it and what i think would make for a great entrepreneurial program this is really like the project-based learning part of danielle is i would love to see entrepreneurship lab there are these rights of passage companies that everybody not just young people build but a lot a lot of times young people it often looks like a lemonade stand of some sort or like selling your wares somewhere it often looks like a tutoring business i've seen a lot of those that young people start a lot of clothing arbitrage sneakers jackets things like that gosh there's a couple more in the list usually an app of some sort and you see when you talk to entrepreneurs when you ask them what were the first businesses you started you start seeing these patterns of like something that looks like a lemonade stand uh tutoring website dating website an app like these different things and i think it would be so cool if what a program was doing was saying, hey, everybody in this class is going to go through all of these rites of passage companies.
29:19Do it in your own way, but do it together and then compare notes. So like maybe one person's lemonade stand is a boba stand. Maybe somebody else is selling like Arduino parts or something on campus just to see what happens. Then comparing notes about how you do sales. What did the margins look like? I think that would be super interesting. I've never seen anybody do
29:40Danielle Strachman:it is it this isn't what the Medici grants are for though right like what you're explaining now Medici you're about you just explain making stuff building things this is something else do you do you see a lot of people do a lot of people pitch 15 17 like ideas like this what do you do with those people who pitch those ideas or do you just send them off to go and do it well it it sort of depends because some of those things depending on what people are pitching us it could be something that we make an investment in at 15 17 if it's something like more of like a rite of passage company, those tend to be hyper competitive spaces.
30:10We don't think we're very good at picking things out of hyper competitive spaces. So those might be more mentorship conversations that we have with people, keeping in touch with them, having them be part of our community, having them come to our events, having them interact with each other. We have a pretty active discord group. And so like there are those places for people to slot in and then see over time, like, do they start working on things that maybe are a bit more like unique or novel, something that they have a particular insight on, then we would say, hey, yeah, maybe we'll do 100k angel check here, or maybe we'll do potentially up to a million dollars as our pre-seed check to help somebody get started.
30:49Now it is interesting. We've had a number of our grantees. When we started the Medici project, we actually didn't even have a name for it. We just called it like a nudge. We were like, This is a nudge to nudge somebody to get started. 20 % of our Fund One companies start as grantees with us. We forever will think of our grants as a goodwill and rapport builder with makers. We never thought of it as this startup accelerationist. But it's been interesting to see. One of our companies in Fund One is Deepgram, which is really at an AI infrastructure level and is being used in things like Granola now.
31:26and that company is i think it's almost 10 years old at this point and when we met one of the founders noah shutty on the campus of michigan he had some ideas he was tinkering with and we gave him a thousand bucks he wasn't thinking of building a startup he just was interested in working on this algorithm so we gave him a thousand dollars and i think it was three or four months later he was like hey i think i actually have something here and i might want to build a company to to do this and it's actually uh funny in very unlike 1517 terms we knew noah was like a physicist and uh was probably destined to go like get a phd in physics and we're like oh are you sure you want to do the startup thing because like you seem like you should be like discovering the cosmos and doing that years later he wrote us a letter and and we were one of the first backers of the company he said you guys discouraged me in that meeting but what i could feel was that i still really wanted to do it so that's how i knew i had to do the company that's cool and i was like oh my gosh that's so funny and in more recent years we have a young man named human who we gave a grant to who was working on some different environmental work literally in his parents basement at 15 and then a few years later he turned that into a way to think about doing rare earth mineral extraction in the U.S.
32:48for cheaper than anyone else had done it. And we gave him$100 ,000 to get that company started. And the time between the grant and that startup money was a few years because he was so young when he first came to us. But it's interesting to see that$1 ,000 helped him to get thinking about something. And one of our largest companies, Mach Industries, started as a grantee with us as well. Ethan was 17 when my colleague Michael met him, and Michael gave him a grant to start tinkering in his garage. Then less than a year later, we wrote him a$100 ,000 grant to start his defense tech company. And then I think it was less than a year after that, that Sequoia backed him.
33:28And so it's been amazing for us to see. And then what we really thought would happen with these grants was that people might remember us and come back three, four, five, six, seven years later. And that's also happened. It's been really interesting to see. We have a guy that we work with who is working on autonomous rovers. And he came back to us seven years after we gave him a grant in high school. And he was so funny. His name is Scott. And he emailed me. He's like, do you remember me? I was like the Canadian getting kicked out of high school. And I was like, I don't have a good memory i don't remember you but i'm glad you're back yeah he uh he's like i'm still in high school he was also working on autonomous vehicles and in autonomous robots and he's like yeah he's like you gave me that grant i had a terrible idea but you guys let me work on it and i've actually extended on that work and now he's a company called optimotive uh that sends out these autonomous rovers like how to how to put it like harsh environments can i ask like your what do you
34:34Danielle Strachman:look for in young people like what's your kind of thesis on talent you you mentioned weirdness a lot you like weird people and you've said that a few times to me i see it on your website yeah like how do you what are you looking for at that stage at the medici grant stage Sure. Unabashed passion. You know, when someone is unafraid to be super geeky, super dorky about their thing, like whatever that thing may be. And it's just something you can feel in your gut when someone's super passionate about something. I'm always super curious about people. And if someone's passionate about something, even if it's something that is not my jam at all, I could still listen to them all day.
35:17Like, wow. I remember this is so funny. It's funny to put together stories in reverse sometimes and see like, oh, wow, that's interesting. That relates to what I'm doing now. But I remember I went on a date with a guy in my 20s and he was super into beer. I hate beer. I hate it. Not into it at all. But the way this guy talked about it, and he was a super geek. He was like talking about like all these processes. And I was like, I could listen to this guy talk about beer all day and I hate beer. And then I was at my mom's house recently. Both my parents are geeks in their own rights about different areas.
35:50And on her fridge, there's this magnet that says, geeks, welcome here. And I was like, yes, this is in the DNA of this family that we embrace the geeky, the weird, the wily. And yeah, it's just something that I think sometimes when we're growing up, we get steeped in certain things. And somehow I got steeped in that. So I look for that in the young people that we work with. And we encourage it too, of like, yeah, like, tell me more about that. How did you get so interested in that unique area? Or, you know, sometimes I'll ask people about like, yeah, tell me the time you almost set fire to your house, because surely that happened for you at some point, or your parents were at least terrified that you would do that.
36:34Danielle Strachman:And like, can I ask about the, like, what do you specifically ask them? Is it an application process? Do you have a number of questions? Is it a video? Do you just meet people? Sure. Do they just open pitch you? Sure, sure. How are you drawing out this passion and weirdness from them? Yeah. What I've been saying recently is we have lots of front doors at 1517. So we have like a get in touch contact form on our website that the team actually reads. I find it weird in this day and age of AI to have to say like humans actually read your stuff. We have a program right now we call Flux, which is to unearth sci-fi scientists.
37:10And I've been out there on Twitter saying, by the way, we will actually read your application because you're a human putting the time into this. And, you know, this goes back to my Montessori roots. We need to honor you as a person by actually reading your application. So I feel very strongly about that. And so we have certain front doors like the Flux application, the contact form on our website. Some of our best founders have come through there. Sometimes it's intros from people. Sometimes it's just meeting someone at an event or office hours and just hearing them out. You know, there is no formal application for the Medici project, for the grants.
37:49That's typically it's just talking to people. We really like to give those sort of on the spot in an organic manner. It's just like I'm talking to someone. They're telling me about something they're geeking out on. I'm like, oh, hey, what would you do with a thousand bucks? And they're like, oh, well, you know, I've always wanted to get this resource to help me build in this direction. I'm like, cool. What's your Venmo?
38:08Danielle Strachman:like let's do it right now and we would just Venmo them the money we cannot oh yeah all the time so sadly Venmo kicked us off platform Venmo if you're listening I would really love to use Venmo again to do this because it's way more fun to do that than a boring wire transfer yeah um but yeah no we and actually Michael on our team if he could have it his way and I was like no over my dead body will we hand out cash uh but he used to want to get envelopes of cash of a thousand bucks and just like hand it to a 17 year old. And I was like, they're going to lose that envelope. Like, no, we at least have to electronically send the payment so they don't lose the money.
38:45Danielle Strachman:Sounds like there's a lot of trust in this. Like I'll give you a thousand bucks right now. And do you follow up with them later on or you just wait for them to get back to you? Like, how do you? I always tell them like, we love to hear from them. We'd love to hear from them monthly on like what's going on, but it's not a have to. And I always tell them if things go south, that's fine. This is a learning opportunity. This is not, again, it's not to complete a project. It's not to make a startup. It's to learn something. And I've had grantees come back to me and say, Hey, we used half the grant and we figured out that our thing we were working on, like wasn't going to work or we had a natural stopping point to it.
39:18Like, where do we return the rest of the grant? I'm like, keep it for a rainy day. Like you're going to think of something else that you're going to want to make or build, use it for that. And the nice part is that I think that trust piece also comes from our investors trusting us because we do our grants out of our fund we have the ability to do 200 grants a year out of our actual fund accounts right and so we're not beholden to some like non-profit body that has to like this is this is actually something i'm also really passionate about and i've been really fortunate on is that with my time at the Teal Foundation, what we didn't have was this micromanage.
39:59What's the ROI on every last thing we're doing and nitpicking? Like, well, did the summit you host yield a result, you know, the next day? There's so many things people try to measure that don't make sense in the moment. And it is only over time that you yield the result. And this is true for events. This is for grant programs. This is obviously true as an investor. You don't put money into a startup and be like, where's the markup tomorrow? Now that said, some investors think that way. They're not going to make it. You have to be patient and you have to look back over time. And it's an imperfect process, but we found that it works really, really well for us because we have that trust also of, hey, you know what?
40:44We know these grants end up helping to change people's lives. Even if we never invest in them again, we'll hear from them. Oh, my gosh. Wow. You gave me a grant when I was 15 years old. I applied to all these other grant programs and had no idea that most grant programs take weeks, months, application cycles, all this craziness. Some people tell us they're like, you guys spoiled us. I'm like, sorry, not sorry. I'm like, oops, my bad. And then, you know, for our portfolio, yeah, some of them have like become really, really major companies, which will filter back into everything we do. And I think that trust piece is really big with the young people as well, because most like we don't ask for receipts.
41:23We just forward them the money. There's not these have tos. I always tell them we don't own you. We don't own your stuff. I'm not interested in that for a thousand dollar grant.
41:32Danielle Strachman:Obviously, the work you do over your life is clear to me that it's had a really big impact across a lot of people across the world. How do you think about impact and measuring impact and explaining that? Do you feel the need to measure any of the stuff that you do? I mean, we have to measure our investment outcomes because otherwise we don't get to stay in business. Yeah. You know, and so to talk about that a little bit, for example, our fund one has returned 4x in actual money to our investors. Oh, wow. I think our IRR on that fund is something like 38, 39 percent, which puts us in the very top tier of investors from that vintage.
42:11So, yes, we're measuring those numbers because every three years we have to be out there knocking on, you know, investors doors to invest in us for us to do the work that we do. It's funny. One of our investors, Fernando from Invariantes in Guatemala, he's been our biggest supporter since the very beginning. And he's a wonderful human being. He's a brother at this point. I mean, we've literally sat and cried in a car together. That's how deep this friendship goes. We're family. and that's an amazing thing in our work is that you know we get invited to founders weddings and
42:47Danielle Strachman:it's the same for us with some of our lps as well and um he came to an ice cream social we had a few years ago and he really gets what we do and after the ice cream social he's like what do you think the roi will be on the ice cream social and i was like fernando it's like you of all people should get that like one we're not measuring the roi and the ice cream social that we spent five hundred dollars on the next day but what's going to happen over time is i'm going to hear from people oh hey i met my co-founder at this ice cream social oh hey i met someone else who invested in our company this ice cream social or hey i had a conversation with you the first time at the ice cream social and then you guys invested in me a year later two years later three years later it's like the start of something like you don't meet a potential friend and the next day go what's the ir right how did i do right exactly it's like oh my god terrible yeah i'm sure some people think about it that way and to me that's transactional everything we do at 1517 and the way that i have run my entire career is relationally bound when i used to go to events i would often not tell people i worked at the teal foundation because i didn't want people to talk to me because there was you know oh there she's close to Peter Thiel which means I can get money from her somehow or from that organization or from Peter and so I would go to these big tech conferences sometimes and I would tell people oh like if you know you do introductions and I'd say oh yeah I run a grant program for teens and the people who are transactional would look like they smelled a fart and they would walk away from me it was a fabulous filter and the people who would engage and we're like, oh, interesting, grant program for teens.
44:29And they'd inquire and ask questions, and we'd have a really nice back and forth. Eventually, I'd be like, yeah, I am running the Teal Fellowship. I'd be like, oh, wow, that's so cool. And those people would end up being mentors in the program. And yes, maybe we would do some business at some point together. But it started out as being honestly curious and inquisitive about what each other was doing and not like, hey, you scratch my back, I'll scratch yours. And that's just worked really well in my career. So there are things that we have to measure at 15-17. But I always tell people we're playing a very long game.
45:02We're doing things a 15-17 way. Yes, we only get to stay in business if our fund math works and the numbers add up. So we are measuring that. But there's a lot in terms of faith and belief in what we do where I do not feel the need to measure the outcome of every event we have or an ice cream social. or, you know, I don't even measure like, how many people do you talk to per year? I don't care. Like I talk to a ton of people, you know, but I just don't feel the need to like collect numbers on these things.
45:35Danielle Strachman:Can I ask on this, like, you know, giving out money on the spot on like running events and doing a whole bunch of work and just having faith that you'll listen to the signals over time and they'll tell you, the signals will tell you whether or not things are working. That's all well and good when it's like you and Michael, right? But 1517 is growing. What fund are you on now? It's your fourth fund. You've got a team of people. What are your thoughts on like, firstly, hiring people that have taste and judgment straight out of it or building a culture where you sort of teach people the judgment and the taste that 1517 has, the 1517 judgment taste?
46:14Yeah, absolutely. So yeah, this used to keep me up at night a lot when we first started the fund because I would think, where are we going to find other people who are going to be respectful of young people, treat them correctly, even certain verbiage. Like I don't use the word kids. A lot of people who are young people are like, oh, yeah, these kids. Kids to me is like it's one thing to call your own children your kids. Like it's a cute term of endearment. It's also what you call a baby goat. Like so I'm just not into it. So I'm very particular about the language we use, the way we treat people, and it would keep me up at night a lot.
46:51And the beautiful thing was everybody that we've worked with at 1517 has been someone we've worked with before in the past who has had similar experiences, like being someone who maybe has been overlooked for a particular reason or have been actual people we invested in at 1517. So some examples, Nick Arnett on our team, he was an applicant to the Teal Fellowship. He always jokes that we didn't take him as a Teal Fellow, but we hired him, which we did. And he ran our community at the Teal Fellowship. And then when we started 1517, originally he was running a lunar exploration nonprofit. He's our resident space geek.
47:36Sometimes I call him our resident space cadet. But after a while, he was ready to do something else. And I said, hey, do you want to come check this out? And he's matriculated into being a partner at 1517. He has no college degree. He's from Fort Wayne, Indiana. Very different story than most investors. I think about someone like Haley on our team, who originally we were thinking about expanding our team during Fund 3. We were thinking about opening up some form of maybe chief of staff role that would eventually matriculate into an operating partner role. We didn't even have a job description.
48:07We were just starting to tinker with this idea. And a friend of mine posted about that her nanny was looking for her first professional gig. And I've known this family for a very long time, almost 20 years. And I knew that these are high maintenance people. They're amazing people, but they're very high maintenance people. And they're very dynamic. And there's a lot going on there. And I thought, if this young woman can work with that family, she can do anything. And I interviewed her. I just had like a casual conversation with her. And I noticed in this conversation that I had with her, she had a history of taking on more responsibility than would typically be normal for her age.
48:50whether doing translation on the phone as a five-year-old for her grandmother who's Croatian or doing things like being a 16-year-old working at Target but having to tell the truth about a colleague who is stealing you know from Target to her manager and I was like wow that's incredible so we hired her and she matriculated into the operations partner role that we have and now we have this program that we launched during our third fund called our advisors and residents giving some air to what we do. And those are founders who worked with us in funds one or fund two, you know, who either had an exit or close their company and had some part time capacity who now work with our fund three and fund four portfolio companies.
49:35And they have literally grown up in the 1517 way. So I don't even need to say anything to them about like, we don't use the word kids. We talk respectfully, we're inquisitive. And we ask people about their ideas because, you know we don't just cut them down like oh that's terrible idea like why would you want to work on that and they know because it was by osmosis that we were working together and there are times when people come to us like um where our heirs will sometimes have a little bit of a hard time because they've worked also with other investors and they're also used to other people's styles they're like i want to understand better how do you all think about this so that like how do you keep that open mind even when there's some part of you that's like well this sounds crazy or nuts or bad.
50:19And so we do have lots of discussions at the team of like, well, yeah, you can totally think that something is crazy in a bad way, you know, but let's be inquisitive about it. Like, let's have Socratic dialogue about that and not just kill it with fire.
50:35Danielle Strachman:How do you make investment decisions? I'm curious, like you make grant decisions quite quickly. You can do those on the spot. How do you, and I'm also interested in your relationship with your co-founder Michael. Yeah. So first question is like, how do you make investment decisions? What does it look like when you're around the table? Can one person make a decision or do you all need to agree? Like, how does it work? So we run a pretty tight process at 15, 17. All of us are taking individual meetings with people all the time. What I always tell founders is, hey, every Tuesday morning, our team gets together and we talk about who are all the cool people we talked to last week and which ones do we want to pull into a pitch meeting.
51:14The ones we pull into a pitch meeting that's a 45 minute meeting with our entire team. So we do not do the success of you have to talk to a partner and then another partner and then another partner. We always say that two heads is better than one. And so the founder will get on a call with us. We'll all listen to the pitch. And then the founder drops off the call. And of course, we're asking questions and engaging there, answering questions for founders as well, introducing ourselves to the team. Sometimes we, you know, talk about intros like, hey, what's your favorite ice cream flavor? Like, you know, trying to set a calm tone or a fun tone for people so they work off those nerves of like, oh, I'm doing a pitch meeting right now, which is really fun.
51:52And then our team stays on and debriefs 15 minutes afterwards to get that guttural reaction of like, what are we thinking here? Are we write the check now? Or we don't write the check right now and here's why we're hesitant? Or three, which is the most common, here's where we have more questions. Ideally, the whole team has high conviction on like, yeah, let's go. We do have something we call the golden buzzer moment, where someone maybe is interacted with a founder a lot more than anybody else on the team and is like, I know you all think I'm crazy, but this is my person. Like, I'm going all in.
52:26And like, there's sort of this understanding. We don't have a set number of golden buzzers that you get. But like, it's clear, if you're pushing the golden buzzer, it means something. I have a founder named Bob from a company called Pantheon. He's my golden buzzer guy. You know, team's like, oh, 3D printing. I don't know. I don't know. I'm like, Bob is my guy. Like, we have to invest in Bob. And yeah, the golden buzzer moments are really fun. But it's also really fun when the whole team is like, yeah. Like, this person has those 15, 17 characteristics. They feel like a 15, 17. Or sometimes, like, the shorthand for this is, you know, in the past would we have made this person a teal fellow and do we think this has a snowball's
53:08Danielle Strachman:chance in hell of becoming a venture scalable opportunity okay cool cool three minutes okay we'll wrap up man we can keep going i feel like this can be like hours and hours and hours but what's something that you feel differently now or believe now that you did not believe or that you changed your mind about from when you first started uh in education with schools Oh, gosh. Wow. I guess one very visceral thing that I learned running the charter school is I think I went into it thinking the school district is evil and bad. And I kind of still think that's true. I'm not a fan of how most public education in the U.S.
53:49is run. But what I would say changed my mind was when I was interacting with district officials. every individual human I interacted with I think had a good heart and had really good intentions but I think sometimes when a school district the districts are typically removed from the schools themselves and so they're not boots on the ground right there and so they don't know exactly like what's going on but I remember having to change my view of like okay these are not bad people I think over time we all tend to start seeing the shades of gray I definitely was like a pretty black and white thinker when I was younger.
54:28And then over time, it's like, oh, there's nuance. Okay. So I think being able to see that within systems in general, even if I don't like the system, the people who are there maybe working for the system, I think often have really good intent and often even want the same goals I do, but have a very different way of going about it. It doesn't mean I think it's going to work or that it's right, but I can at least resonate with the intent somebody has. So that's probably where I have opened my eyes more.
54:59Danielle Strachman:It's also tough sometimes to see the system when you're inside it, right? And to see the structure of it. So yeah. Okay, man, I didn't, I wanted to go, your ideas on your theory on fellowships, your obsession with the Renaissance, you're like, there was so much we didn't get to do, but thank you so much for coming to Australia all the way to Australia. Oh, it's been fun. Spending time with us here at Wild Hearts and yeah, hopefully a part two. Sometimes we cover all of the things we didn't get to. Yeah. Thank you so much for having me, Joel. Thank you so much for joining us for another episode of Wild Hearts.
55:36If you want to learn more from other ambitious people building, designing and creating the world that we all want to live in, then please hit the subscribe and follow button. This podcast is produced by Camilla Herring from Blackbird. Our marketing genius is Laura Cofford and our editor is Andy Jones from Colour and Sound Creative. Thank you all so much for listening and I'll talk to you next week.
From the publisher
Danielle Strachman has built her whole career around a hard question: how do you spot someone who's going to do something extraordinary before there's any proof they will? She started as a school principal, helped build the Thiel Fellowship, and now runs 1517 Fund, backing founders without degrees and scientists most institutions won't go near. What she looks for is almost embarrassingly simple. Can this person not stop talking about the thing they're obsessed with? If the answer's yes, she'll ask for a Venmo handle and send $1,000 before the call is over.
It's an instinct with a track record. Ethan Thornton was seventeen when 1517 handed him a small grant to tinker in his garage. A year later, that became a $100,000 grant to start his defence tech company, Mach Industries. A year after that, Sequoia was in.
Most of our Wild Hearts guests this season are founders and builders. This one sits on the other side of the table, with the person who decides who gets backed. There's another twist: it's Joel Connolly, Creative Director and Head of the Blackbird Foundation, behind the mic. Back in June 2025, 1517 flew him to San Francisco to open their Fellowship Summit. Earlier this year, Blackbird flew Danielle out to speak at their startup festival, Sunrise.
Joel and Danielle get into what actually makes a weirdo worth backing, why she won't measure the return on last month's grant, how 1517 makes a call when the whole team disagrees, and why she thinks of the job as "homeschooling CEOs".
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