Holocaust Memorial Resource & Education Center of Florida, Inc.
851 N Maitland Ave
Maitland FL 32751
Contact Information
Address 851 N Maitland Ave
Maitland, FL 32751
Phone (407) 628-0555
Fax (407) 628-1079
Web and Social Media
Donate with a credit card http://www.holocaustedu.org

The Holocaust Center is located at the corner of Maitland Avenue and Maitland Boulevard in Maitland Florida, just north of Orlando
Mission The Holocaust Memorial Resource and Education Center of Florida is an organization dedicated to remembering and teaching the lessons of the Holocaust as a means to combat anti-Semitism, racism and prejudice. The Center’s ultimate goal is to develop a just, tolerant and inclusive community through its extensive outreach of educational and cultural programs, teaching humane values to people of all ages, religions and backgrounds.
CEO/Executive Director Mrs. Pam Cash Kancher
Board Chair Jeffrey Miller
Board Chair Company Affiliation Community Leader
IRS Ruling Year 1983
Financial Summary
Projected Revenue $524,500.00
Projected Expenses $524,500.00
Mission The Holocaust Memorial Resource and Education Center of Florida is an organization dedicated to remembering and teaching the lessons of the Holocaust as a means to combat anti-Semitism, racism and prejudice. The Center’s ultimate goal is to develop a just, tolerant and inclusive community through its extensive outreach of educational and cultural programs, teaching humane values to people of all ages, religions and backgrounds.

Using the history and lessons of the Holocaust, we teach about the impact of hate and prejudice while planting the seeds of respect and supporting diversity. Our most visible projects are:

Holocaust Education 

In 1994, the Florida Legislature mandated that instruction on the Holocaust be included in all public schools.  Last year 14,000 students either visited the Holocaust Center on a field trip or participated in an in-school presentation. All of our Holocaust education programs are facilitated by our full-time Resource Teacher. 

We have developed the necessary educational resources and programs to help teachers bring the lessons of the Holocaust to the next generation.

Our UpStanders: Stand Up To Bullying initiative, launched in 2010 with a grant from the Central Florida Foundation, gives students the courage, confidence and tools to stand up for themselves and their peers, and to be proud of the things that make them unique. During the 2013-14 academic year, almost 5000 students at 15 schools in Seminole County and the Orlando Catholic Diocese participated in this 2-year, multi-phase program. The UpStanders initiative has been regularly evaluated since its inception by the Eripio Institute. By the end of the third program year, student survey results showed: 
  • 8% increase in students who feel they are treated with respect by other students

  • 6% increase in students who believe that if they are bullied they “know someone who will "stand up” for them

  • 7% increase in students reporting a willingness to “act as an UpStander so that "everyone feels respected”

Our cultural season of exhibits, films and community programs brings a human face and individual voice to the Holocaust; each Victim, Survivor, Rescuer or Bystander has a unique story that must be told, shared and remembered.   

We have a demonstrated a genuine commitment to creating multi-faith and multi-cultural partnerships in order to create a more vibrant community where all beliefs, traditions and cultures are respected. The Center has also been increasingly active and visible in building community collaborations around contemporary issues and commemorative anniversaries.

In recognition of the 50th anniversary of the Civil Rights Act, the Holocaust Center has  initiated a community collaboration in order to inspire conversations about the continuing role of discrimination in our everyday lives, and to ask the deepest questions about prejudice and marginalization. Over 50 arts, cultural, religious, educational and civil organizations have participated in programs offered throughout Central Florida. 

Independent Research has been conducted on this organization's theory of change or program effectiveness? Yes

Technology upgrades: 

The Center’s website, now seven years old, does not offer the flexibility that could optimize use. Price for a new website, including migrating existing web pages, hosting and software purchases, is approximately $20,000.

The library management software currently in use (Follett) is no longer being supported by the licensee. Previously we could include a link to the library catalog on our website; that option is no longer available. A new system, including barcode scanners, training, and license for interoperability would cost approximately $ 5,500.

Facilities upgrades:

Because of the age of the building, there is an ongoing need for equipment repairs and upgrades. Lighting and sound upgrades, panel repairs, and improved signage are needed. Cost is approximately $ 6,000 including the cost of installation.

Accessibility issues:

One of the most touching parts of the permanent exhibit are videotaped testimonies of local survivors. They are not closed-captioned, so visitors with hearing impairments are not able to benefit from this experience. The bid cost of adding English narratives to existing video is $1,400.

Collections management:

Managing archival collections is a critical part of the Center’s responsibility. It has been a number of years since a thorough inventory was completed with attention to rare materials in need of repair. Contracted services and updated collections management software is needed; the cost of a through inventory and assessment is approximately $100,000.

Background In 1980, the Jewish Federation of Greater Orlando created a committee to explore a way to create a memorial to those who had died in the Holocaust. It began with a broadly-supported community-wide conference on the Holocaust in 1981 that was followed in 1982 by a local Conference on Terrorism.
        In 1982 the Holocaust Education and Resource Center became an autonomous organization and elected its first board of directors. From the beginning, the focus was on the social, historical, moral, ethical and economic implications of the Holocaust for today. Its earliest projects centered on teacher education, programs for school-aged youth, community awareness, preservation of survivor testimony, and a community commemorative event for Yom HaShoah, a day of remembrance of the six million Jews who died under Nazi rule. The Center’s staff and supporters were also actively involved in the campaign to include Holocaust Education in the mandated state curriculum. That statute was finally adopted in 1994.
        In 1986, a Holocaust Center facility was constructed, a professional museum exhibit was installed, and a library with documentary and archival collections was developed. The Center received national recognition for its unique facility – the only one of its kind in the Southeast until 1996 – as well as for its dedication to world-class, innovative programming. The building was significantly enlarged in 1994 to accommodate larger class visits, and a new storage/work area was added in 2005.
        Today, the Holocaust Memorial Resource and Education Center offers a variety of programs to sensitize the public to issues of tolerance, diversity and respect for cultural differences. Its leadership and supporters firmly believe that preserving the past helps us protect the future, and that a moral and just community grows from understanding the watershed events of human history.
        Each year about 5,500 students from area public and private schools visit on educational trips, and another 5,000 benefit from classroom presentations by the Center’s on-site fulltime Resource Teacher. Teacher education and support is provided by a 5-day 40-hour Teachers Institute on Holocaust Studies held every June and four educational forums throughout the school year, traveling Teaching Trunks containing all materials needed for a 2-week unit on the Holocaust, and one of the largest Holocaust libraries in the nation available for use at no charge.
CEO Statement

The Holocaust Memorial Resource and Education Center of Florida is indeed a very big and long name for an organization, however it reminds us every day of the many ways in which we meet the needs and enrich our Central Florida community. 


We began as one of the first Holocaust Centers in the nation, founded by Survivors who were determined that the atrocities of the Holocaust must always be remembered. The Holocaust – its names, its images, and the lessons we must learn from them – marked the starting point of our efforts.


We are a Memorial. We have memorial lights, never extinguished, that quietly reflect our duty to remember. We have artifacts that recall the lives of a few of the Six Million. Their books, photographs, letters and everyday objects recognize the humanity of all those who were lost.


We are a resource. Our library, our museum, our exhibits and our staff are dedicated to the mission of creating a community free of prejudice and bigotry. We do not charge admission to our programs, and the use of our library is free to anyone who wants to learn. We’ve been told that free admission is not a good business model, but we want to be sure that no one is excluded from an opportunity to visit and to be touch by our efforts.


We are an Education Center unparalleled and unduplicated in our community. We offer programs for students, teachers and the public; for people who know a great deal about the Holocaust and for those who have only a glimmer of information. We use the history of the Holocaust to teach real and important lessons, ones that can inform us about today’s world and give us hope for a more compassionate world in the future.


It’s a big name. It’s a big mission. But we are making a difference, one day, one word, one person at a time. 


Pam Kancher, Executive Director 
Board Chair Statement

I am privileged and honored to serve as the President of the Holocaust Memorial Research and Education Center of Florida. As the oldest Holocaust Centers in the Southeast, we continue our to educate our Central Florida community through outreach, community partnerships and innovative programming.

We are proud of the significant progress we have made in our Upstanders Stand Up to Bullying program, which targets middle school students, and the ongoing expansion of that program. We look forward to leading other community partners this year in celebrating the 50th Anniversary of the Civil Rights Act with many thought provoking events.

We truly believe that by "preserving the past to protect the future", we will bring positive change to our community and the world.

Jeffrey Miller, President

NTEE Information
Primary Organization Type Arts,Culture & Humanities
Primary Organization SubType Museums
Secondary Organization Type Education
Secondary Organiztion SubType Management & Technical Assistance
Tertiary Organization Type Youth Development
Tertiary Organization SubType Youth Development-Citizenship
Areas Served
Geographic Areas Served
Designated by the Florida Department of Education as provider for
teacher education for thirteen counties of Central Florida: Brevard, Citrus, Flagler, Hernando, Lake, Marion, Orange, Osceola, Polk, Putnam, Seminole, Sumter and Volusia counties. Visitors and internet contacts come from around the world.
HelpWhat is the organization aiming to accomplish? This is the organization's ultimate goal for intended impact.
The Holocaust Center’s Board of Directors participated in a strategic planning session in April 2014 that developed the following priorities and goals:

• Create a long term strategic marketing plan to increase awareness and visibility for both the Holocaust Center and its programs

• Audit all operational hardware and software, including museum, operations, education, fundraising and accessibility
• Develop a comprehensive outreach strategy to reach new schools and teachers with regards to Holocaust education AND create a strategic plan to expand the UpStanders initiative and secure a long-term funding source
• Consider accessibility as a central goal, one that should be considered in the implementation of all other objectives in particular
• Work long-term to the overarching goal of creating a sustainable “Center of the Future.”
HelpWhat are the organization's strategies for its stated long-term goals?
Every member of the Holocaust Center’s Board of Directors is expected to participate in one or more task forces to address goal areas. In some cases, a special task force comprised of both Board Members and community leaders will meet to explore opportunities for improving existing operations. 

A Technology Task Force, for example, meets to discuss current and anticipated hardware and software needs, and has been actively involved in negotiations to improve accessibility through adding an audio museum guide with bilingual capabilities.

An Education Advisory Committee, composed of board members, teachers and staff, has been charged with identifying strategies and potential partners for expanding local Holocaust Education. They advocate for both educators and students, and make recommendations on refining the Center’s offerings to make them more accessible and appropriate to changing curriculum standards.
A new task force was recently created to investigate the work required to create a Center of the Future. They have been charged with developing a table of recommendations for a ten-year strategic plan.
All employees are intrinsically involved in work toward meeting the organization’s goals as well. Weekly staff meetings focus on outcomes, unmet needs, progress to date on projects, and brainstorming ways to better serve our visitors and enhance their experiences.
Visitors, too, are part of the process. Every major event includes a participant survey which asks specific questions about the impact of the program and encourages open-ended responses as well. These reports provide significant help in measuring progress toward educational goals, fitness of programming, and recommendations for expansion and change.
HelpWhat are the organization’s capabilities for doing this? What resources, capacities, and connections support its progress towards long-term goals?
The Holocaust Center has been successful in meeting its goals, and growing as an iconic institution, because of a number of strengths.
First and foremost, it has always been able to attract the highest caliber individuals to serve on its board. In addition to the skills they bring to the table – highly-regarded professions and delegates representing a number of critical partner institutions – they are characterized by a strong dedication to the Center and its mission.
The Center also has been able to attract and keep highly qualified employees. Although there is a very small staff, they bring a diversity of experiences and skills. It is clear that they support the Center’s goals and programs, and are personally committed to every aspect of its work.
Throughout its history the Center has been able to create and maintain a comfortable financial cushion. Even in years when similar non-profits struggle to avoid red ink, the Center has had adequate reserves to easily address any potential shortfalls. In a larger sense, its endowments and reserves have made it easier to do long range planning and to commit to high-quality programming.
The Holocaust Center owes much of its success to its reputation for creating strong, viable partnerships through targeted programming and extensive outreach efforts. The ability to identify and actively support collaborative community-based efforts has greatly enhanced the Center’s success in pursuing its mission of creating a community free of bigotry and intolerance.
HelpHow will the organization know if it is making progress? What are the key qualitative and quantitative indicators against which the organization assesses its progress toward its intended impact?
Both outputs and outcomes are used to assess progress toward goals. The most critical instrument for outcomes is a participant survey collected after every program. Using a 4-point Likert scale, attendees are asked to rate the quality of the program and the presenter, whether the program increased their knowledge of a core topic, if the program touched them emotionally (the strongest indicator of attitudinal/behavioral change), and if they would recommend the program to others. Surveys also include open-ended comment sections and ask for suggestions for upcoming programming. These surveys are tallied, and the results play a large role in program development and long-range planning.
The UpStanders: Stand Up To Bullying initiative has been formally evaluated by an outside contractor using specific milestones, targets, and outcome indicators. Formative and summative evaluations have resulted in programmatic and delivery modifications. That evaluation is continuing, and includes both statistical analysis of targeted group change and anecdotal reports of shifts in behaviors and perceptions.
Because the overarching goal of the Holocaust Center is to create a community free of bigotry and racism in all its forms, it is nearly impossible to create valid, short-term incremental data that measures quantifiable objectives. The methodology described in our mission statement – achieving change through ongoing community-based educational and cultural programs – is the focus of visitor survey responses, attendance, and participant comments.
The success of marketing and branding strategies includes quantity and quality of unpaid media coverage, attendance (separately tallying returning visitors and new visitors), responses to standard survey questions asking how the attendee heard about the program or event, and by an increasing number of online subscribers through such avenues as Facebook “likes” and distribution lists of eblasts.
HelpWhat has and hasn’t been accomplished so far?
One of the most significant accomplishments in the past year is a substantial increase in the number of first-time local visitors. Based on our own history, we expect that every aspect of our cultural season – temporary exhibits, film series, adult education programs and community events – is engaging enough to bring people back. Bringing in new visitors is a different challenge.
The name itself, “Holocaust” conjures images of unspeakable tragedy; it is perfectly reasonable that potential visitors believe that a visit here would subject them to images they don’t want to see and stories they do not want to think about. Although we talk about the lessons to be learned and the importance of remembering history as a key to creating a more just world, the reality is that even the most dynamic outreach can scarcely portray a visit to the Center as a ‘pleasurable’ experience.
The strongest tool for expanding our reach has been collaborative programming with other organizations, centered on topics related to our mission. In 2013 we worked closely with a dozen organizations to create programming in remembrance of the 75th anniversary of Kristallnacht (‘the night of broken glass”) that marked the beginning of Hitler’s Final Solution. In 2014 we took a leadership role in programming to mark the 50th anniversary of the signing of the Civil Rights Act, connecting with a broad spectrum of local groups to initiate extraordinary community dialogues about race, marginalization and justice. That brought us an unprecedented number of first-time visitors, particularly African-Americans living in Central Florida, who are now more comfortable visiting the facility and attending future programs.
We have also, for the first time, included paid advertising in our marketing plan thanks to Orange County Tourism funding, support from the Florida Division of Cultural Affairs, and earmarked private donations. It is difficult to measure the specific impact of paid ads because we have almost no ticketed events and therefore can’t use coupon codes or similar trackers. We have found, however, that our friends and supporters do notice radio ads and are often eager to tell us that they heard our current exhibit being mentioned during drive time and how glad they were that we were being promoted in that way.

The third week of June each year the Holocaust Center offers a five-day, 40-hour, hands-on course of study for area teachers.    This institute was created to help educators meet the mandates of the Florida State Curriculum, which requires that the history of the Holocaust be taught to every student, and presented in way that leads to an investigation of human behavior, and understanding of the ramifications of prejudice, racism and stereotyping, and an examination of what it means to be a responsible, respectful person. (Florida Statute #1003.42).   

The Institute provides curriculum materials and sessions on teaching strategies for elementary, middle and high school students. In addition to a focus on teaching the history and impact of the Holocaust, significant time is devoted to contemporary issues of prejudice and intolerance.   

The core objectives for the Annual Teachers Institute are:
  • To provide to at least thirty-five, but no more than fifty, teachers approximately forty hours of specific education on the history of the Holocaust
  • To provide a forum for dialog and discussion on the modern implications of Holocaust studies
  • To identify, create and distribute specific information on classroom resources available to support effective Holocaust studies
  • To help schools in Central Florida meet the mandate of Florida State Required Instruction Chapter 1003.42
  • To initiate networks among teachers in Central Florida, enabling them to share ideas, resources and teaching strategies
  • To enhance understanding of contemporary social issues through discussions of citizenship, tolerance and pluralism


Population Served Adults
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.  


  •  Participating teachers have accurate information and effective tools for teaching about the Holocaust in a manner that fully addresses Florida Department of Education’s stated concerns and objectives.
  • Teachers, and through them their students and communities, have increased awareness and more effective responses to widespread Holocaust revisionism and denial, including education about the history of anti-Semitism and contemporary threats
  •  Local teachers to have opportunities for ongoing education in more advanced topics than are addressed in other forums.
  • Educators in this region have information and tools for Holocaust education that transcend lessons limited to ‘dates’ and ‘places’, and address the root causes of intolerance and bigotry;
  • Educators already familiar with Holocaust education will be encouraged to explore new topics, tools, and strategies through ongoing forums
Teachers will have peer support networks and mentoring opportunities through participation in the Center’s educational programs.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. The ultimate goal of teacher education is to provide educators with the information, tools, and strategies necessary to teach about the Holocaust in a responsible, effective manner.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.  


Twenty teachers completed an 8-point evaluation of the 2008 Teachers Institute with the following results:

  • Overall Satisfaction: Overall, I thought this institute was excellent 90% agreed strongly, 10 agreed, none neutral or disagreed
  • Organization: I thought the Institute was well coordinated and organized 95% agreed strongly, 5% agreed, none neutral or disagreed
  • Content: I thought the concepts selected for discussion were developed and presented at a level appropriate for the audience 85% agreed strongly, 10% agreed, 5% neutral, none disagreed
  • Materials: I like the format of the participant materials; the information included was clear and easy to understand 85% agreed strongly, 10% agreed, 5% neutral, none disagreed
  • Sequence: I thought the discussions/activities moved forward in a logical sequence and were well structured 90% agreed strongly, 10 agreed, none neutral or disagreed
  • Presenters: I thought the presenters were well prepared and did an excellent job of guiding the learning 90% agreed strongly, 10 agreed, none neutral or disagreed
  • Facilities: I thought the facilities and food services were adequate 90% agreed strongly, 5% agreed, 5% neutral none disagreed
  • Time: I thought the amount of time invested in this institute was needful and appropriate 90% agreed strongly, 10% agreed, none neutral or disagreed
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. Participants often identify their involvement with Holocaust Center teacher training as a "life-changing" experience. They report an increased insight into the causes of intolerance, and a determination to provide their students with the necessary lessons -- including modeled behavior -- that will promote responsibility and compassion.

Since 1985 we have provided a cultural season that includes world-class arts exhibits, important films, and community observances: Kristallnacht (the night of destruction that historians identify as the beginning of the genocide) and Yom HaShoah, a day of remembrance honoring the 6 million Jews who died.

These programs are carefully chosen for artistic and cultural appeal, and are aimed at attracting the attention of a diverse community, thereby helping us build support for our mission. With powerful images and poignant messages, these arts programs have been an effective vehicle to teach courage and acceptance, and to inspire each of us to value and nurture diversity in our community.

We take particular care to choose images and themes that are not repugnant or that show death and mutilation up close, but instead focus on images that remind us of the people, communities and cultures that have been lost. Particular care is taken to identify resources that connect the horrors of the Nazi era with the threats and challenges to justice in today’s world.

Field trip guides, developed by our onsite teacher, examine ways each exhibit supports the Center’s mission.   Our goal is to create a community in which all people feel welcome and safe regardless of religion, race, culture or lifestyle. This ideal community can come about only when there is universal acknowledgement of the impact of prejudice, racism and stereotyping; a deeper understanding of that it means to be a responsible, respectful person; an appreciation of diversity in a pluralistic society; and acceptance of the role of individual responsibility in nurturing and protecting the values and institutions we cherish.

Population Served General/Unspecified
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. Our cultural programs examine the past in order to protect the future. They provide lessons in the history of the Holocaust which evoke the people, places and institutions that were lost under Hitler. They are created to inspire deeper thinking about the role of the individual in protecting the rights and safety of others, to promote a greater appreciation of other religions and cultures, and to come to terms with those parts of human nature that allow prejudice and ethnic conflict to endure.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. Our goal is to create a community in which all people feel welcome and safe, regardless of religion, race, culture or lifestyle. This ideal community can come about only when there is a universal acknowledgement of the impact of prejudice, racism, and stereotyping; a deeper understanding of what it means to be a responsible, respectful person; an appreciation of diversity in a pluralistic society; and acceptance of the role of individual responsibility in nurturing and protecting the values and institutions we cherish.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. At each exhibit, film and presentation our visitors are asked to respond to a brief questionnaire. We ask, using a 4-point Likert scale, if they learned more about the Holocaust, if they learned more about a specific incident or issue of the Holocaust, if the program touched them emotionally, if the program met their expectations, and if they would recommend it to others. All programs in the past five years have gotten overwhelmingly positive responses. In addition, we ask how the person became aware of that program in order to track the success of various marketing tools.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. It is difficult to measure the 'success' of a program that has been established to change the hearts and minds of a community over decades. The strongest indicators of success are the written comments of visitors who have taken advantage of our programs. Many of them express deep appreciation for the opportunity to learn about those dark moments of human history, and state that this new understanding of the lessons of the Holocaust has helped them think about their own lives and their own responsibility toward others.

Each year over 6,000 students participate in field trips to our Center, where our on-site Resource Teacher guides them through the facility. Students are given time to examine artifacts, original works of art, documentary photographs, and video testimonies of survivors and liberators. Lectures focus on the connection between the Nazi era and contemporary genocide and ethnic hatred, and include thought-provoking discussion on moral character and the need for individuals to take personal responsibility for the safety and security of others. This focus -- the need for each of to be "upstanders" and come to the aid of others -- is a key part of our anti-bullying initiative.  Programs are flexible according to the needs of each student group, based on a pre-visit conference with the teacher.

An addition 5,500 students are introduced to the lessons of the Holocaust through in-class presentations by our resident educator and through the use of materials supplied by the Center. Schools throughout Central Florida can request Traveling Teaching Trunks at no cost.

Each trunk contains all the books, posters, maps and audio-visual resources needed for a classroom of up to 35 students. These hands-on resources are designed to help students understand the history and the impact of the Nazi era. Teachers’ guides are included.

Since 1984, the Center has been helping local schools teach about the Holocaust in ways that are effective, respectful, and accurate. Florida is one of just a handful of states that requires that all students be taught about the Holocaust, with a specific focus on using the lessons of the Holocaust to examine issues of prejudice, racism, and good citizenship. This mandate can play a critical role in character development. There is no requirement for specific training to teach this sensitive subject, so schools must depend on outside sources like the Holocaust Memorial Resource and Education Center to provide much-needed support.

Population Served Adults
Children and Youth (0 - 19 years)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.  

Short-tem objectives for Holocaust education include:

  • a greater knowledge of events just before, during, and after World War II
  • a deeper appreciation of the function of  prejudice and groundless animosity in fueling the Holocaust
  • increased insight into the role of ordinary people as perpetrators, victims, and rescuers
  • improved ability to recognize the humanity of individuals who are a different race, religion or culture
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.  

The broad goal of Holocaust education is to help younger generations recognize the impact of prejudice, racism and stereotyping. We seek to go beyond mere ‘tolerance’, hoping to create a diverse community in which every person feels understood and accepted.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.  

Teachers are provided with a guide to field trips prior to the visit, and then are asked if the tour met their expectations and if it had a significant impact on the students. Classes using teaching trunks are asked to return an evaluation form that asks what materials were most and least useful, and what recommendations they may have for updating materials available.

Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.  

The most significant measurements of success are letters and cards created by student groups after field trips, expressing their appreciation for the experience and reflecting on how their visit improved their understanding of both the events and the lessons of the Holocaust.

Each year we increase the number of schools using the resources of the Center, and have more comments from teachers who see Holocaust education as a key resource for character development and a tool for creating models of good citizenship.


The UpStanders: Stand Up to Bullying Initiative provides students with the knowledge they need to be positive change agents in their school. Students are empowered to stand up and speak out if they witness bullying. As 9 out of 10 bullying incidents occur when no adults are present, students play a vital role in both bullying prevention and the promotion of a positive school climate. 

Approximately 1 in every 4 students experiences bullying as either a target or bully, and nearly all students witness bullying. Research shows that bullying can cause depression, substance abuse, poor health, delinquency, and poor academic performance. The key to any bullying prevention program is the ability to strengthen a school’s climate so that safety and positive relationships are seen as priorities for parents, administration, teachers, and especially, students. Since its inauguration in 2010, the UpStanders: Stand Up to Bullying Initiative has served close to 16,000 students from 45 schools and 4 school districts in Central Florida. Evaluation results from the Eripio Institute indicate that 99% of students learned how to prevent bullying as a result of the UpStanders Initiative. The initiative, which provides teacher training as well, also resulted in a 13% increase in students who feel there is a caring adult at their school that they can go to about bullying issues.

Rooted in Holocaust education, the UpStanders Initiative encourages students to explore why people behave the way they do. Long before the Final Solution, the Nazis and their collaborators used language to insult, demean, isolate and dehumanize their victims, much like bullies treat their targets. The program is meant to inspire students to realize that they have the ability to make a difference for good; to be a positive influence in the lives of others, and while doing so to improve and enrich their school community.

Population Served Children Only (5 - 14 years)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

The first year of the project

  •  14 community and school based presentations were given by anti-bullying advocate John Halligan.
  •    3,400 7th graders attended UpStanders sponsored presentations at Orange County Public School Middle Schools.
  •    More than 350 parents, youth, educators, and concerned citizens attended community based UpStanders sponsored presentations.
  •    Approximately 1,700 7th graders of OCPS participated in learning events at the Holocaust Memorial Resource and Education Center as part of the project.
  •  3,000 7th graders at 9 OCPS Middle Schools completed one hour learning modules on the history of the Holocaust, with direct connections made between advocacy and rescue during the war and UpStander behavior by bystanders who chose to intervene in bullying.

During the program’s second year, the project expanded to five Osceola County Schools, with 1812 new students participating, and an Osceola County evening presentation that brought in just over 100 adults. It also increased by four the number of participating Orange County Schools (1,600 students) and two additional Orange County evening presentations were attended by about 300 people.

 The Center is partnering in a parallel project in Seminole County. It is based on the same vision of reducing bullying behaviors through peer pressure and peer support.


At every presentation brief evaluations are distributed and collected. So far they uniformly suggest that participants are more knowledgeable about the dynamics of bullying, more clear about the role of bystanders and upstanders in a variety of situations, and more confident in their ability to make a difference. Perhaps of greater importance, their written comments show how deeply touched many of them are by personal stories, particularly the suicide of Ryan Halligan. Many audience responses include their declarations that they will do what they can to interrupt bullying whenever and wherever they see it. 

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

Although a relatively new initiative, this project has already had significant impact. It has been the catalyst for a broad community to adopt the term ‘upstander’ and to address – in all forms of media – the responsibilities of bystanders to interrupt bullying. The Center has initiated a quarterly summit on bullying, inviting representatives of schools, youth groups, law enforcement and others to meet, share resources, and collaborate on projects. It has spun off at least two “UpStander Clubs” in schools with requests for help in others interested in creating their own school-based program.


Ultimately, the goal is to minimize bullying and cyberbullying  -- including adult and workplace bullying – by changing passive bystanders into people who have the insight, incentive and courage to intervene and interrupt.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

Before this project was launched the Center contracted with a PhD social scientist with expertise in process measurement. Benchmarks for longitudinal shifts in existing measures of school climate had already been established. After the program had been in existence for one year a formative evaluation was published. Identified measures include attendance rates, growth indicators, audience engagement, and targeted improvements in school climate using written surveys, interviews, focus groups and participant observations.


Output objectives measure the number of school presentations and community events, number of participating students, and creation and availability of program-specific materials. Outcome objectives measure increase in reported sense of attending a safe, respectful learning environment, decrease in harassment and bullying, and increase in awareness of what it means to be an upstander.

Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

The most important and most gratifying indication of the program’s success is in the written comments of students who have participated in it, particularly those who have responded to John Halligan’s presentations:

Next time I see or hear of someone being made fun of or bullied I will do my best to stop it.

CEO Comments We are one of very few community-based facilities that do not charge admission. While this has made it necessary to do significantly more fundraising than other museums of our size, it has enabled schools -- including parochial schools and home school programs -- to visit without worrying about the cost per student.
Board Chair
Board Chair Jeffrey Miller
Company Affiliation Community Leader
Term Oct 2013 to Oct 2015
Board Co-Chair
Board Co-Chair
Board Members
NameCompany AffiliationsStatusCertificate*
Ms. Cary Berman Old Florida National BankVotingNo
Ms. Lucy Boudet Valencia CollegeVoting
Ms. Michele Brennan City of OrlandoVoting
Ms. Michelle Feinberg Community LeaderVoting
Mr. Mark Freid Th!nk Creative Inc.Voting
Mr. Bruce K. Gould Community LeaderVoting
Mr. Michael P. Greenberg Sun Trust BankVotingNo
Mr. Bryan Joseph Catholic Diocese of OrlandoVoting
Mrs. Ellen Lang Community LeaderVoting
Ms. Laurie J. Levin Florida HospitalVotingNo
Mr. Jeffrey A. Miller SeifertMiller, LLCVoting
Mr. Scott Miller Broad and CasselVoting
Mr. James H. Pugh Jr.President, Epoch Properties Inc.Voting
Mrs. Janet Rapp GellerRagansVoting
Mr. Ian Robinson Massey ServicesVoting
Ms. Jill Schwartz Jill S. Schwartz & AssociatesVoting
Mr. Raleigh "Sandy" Seay Jr., PhDSeay Management Consultants, inc.Voting
Mr. James Shapiro Community LeaderVoting
Mr. Monte Starr Holland & Knight
Mr. Lou Supowitz WKMG-TVVoting
Mr. Michael Tempkins Fishback Dominick et alVoting
Ms. Barbara Thompson UCF Office of DiversityVoting
Mrs. Barbara Weinreich Community LeaderVoting
Mrs. Tess Wise Community LeaderVoting
Mr. Phillip Wiseman MBA Rollins CollegeVotingYes
Mr. Rizwan Zaman Accurate Medical Billing, Inc.Voting
*This individual has been awarded a Certificate in Orientation to Board Service by the Rollins College Philanthropy & Nonprofit Leadership Center http://pnlc.rollins.edu, the Central Florida Partnership www.centralfloridapartnership.org, and the Central Florida Foundation www.cffound.org.
Board Term Lengths 3
Board Term Limits 2
Board Ethnicity
Asian American/Pacific Islander 1
Caucasian 24
Hispanic/Latino 0
Native American/American Indian 0
Other 0
Written Board Selection Criteria Yes
Written Conflict of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 75%
Standing Committees
Standing Committees
Committee Name
Board Development / Board Orientation
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
Program / Program Planning
Additional Board/s Members and Affiliations
Advisory Board
NameCompany Affiliation
Mrs. Susan Arkin Community Volunteer
Ms. Patty Caine DeYoung Darden Restaurants Foundation
Mr. Randall Ellington
Ms. Marilyn S. Goldman Community Leader
Ms. Helen Greenspun Community Leader
CEO Comments Since the beginning, our Board has been representative of many faiths and many cultures. It is not a "Jewish" organization, but a group of people from all walks of life who share a commitment to creating a more just, more compassionate community.
CEO/Executive Director
CEO/Executive Director Mrs. Pam Cash Kancher
Term Start Oct 2006
Email pkancher@holocaustedu.org


2006 – Present
The Holocaust Center is dedicated to preserving the memory of those who perished in the Holocaust and to educating the larger community against the dangers of racism, prejudice and intolerance
Executive Director

New Orleans, Louisiana                          
Small non-profit organization that promotes the critical need for organ and tissue donation in Louisiana through extensive educational and awareness activities
Executive Director

New Orleans, Louisiana                                                  
The New Orleans Center for Creative Arts (NOCCA) is Louisiana’s preprofessional arts training center for high school students.  The NOCCA Institute is the non-profit support organization that founded the school and now provides support and funding.
Director of Development

New Orleans, Louisiana                           
One of only two non-profit hospitals in New Orleans
Foundation Associate

New Orleans, Louisiana                                      
Development Director

New Orleans, Louisiana                                      
Supervisor, Group Services and Day Camp Director

New Orleans, Louisiana                            
Coordinator, Social Services

Gretna, Louisiana               
Special Education Social Worker

Metairie, Louisiana                          
Social Worker


TULANE UNIVERSITY, New Orleans, Louisiana, Master of Social Work, 1977
WASHINGTON UNIVERSITY, St. Louis, Missouri, Bachelor of Arts, 1976


Louisiana State Board of Board Certified Social Work Examiners
License #1243, 1980-1997


CEO Salary Range $100,001 - $125,000
Former CEOs
Former CEOs
Ms. Jennifer Ritter Mar 2001May 2006
Mrs. Tess Wise Sept 1983June 2004
Number of Full Time Staff 4
Number of Part Time Staff 1
Number of Volunteers 28
Number of Contract Staff 2
Staff Retention Rate 80%
Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers 3
Date Strategic Plan Adopted Apr 2014
Management Succession Plan No
Organization Policies And Procedures Yes
Collaborations The Holocaust Center initiated its first community-wide collaboration in 2013 to commemorate the 75th anniversary of Kristallnacht.  In 2014 the Center led the effort to create another community collaboration to celebrate, commemorate, educate and act upon the 50th anniversary of the Civil Rights Act.  Once again dozens of organizations are joining together mark this landmark legislation
State Registration Yes
Fiscal Year
Fiscal Year Start Sept 01, 2013
Fiscal Year End Aug 31, 2014
Form 990s
2012990 unsigned
2012990 signature page
2011990 part 1
2011990 part 2
2009990 signature page
IRS Letter of Determination
Other Financial Documents
Detailed Financials
Revenue SourcesHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201320122011
Foundation and
Corporation Contributions
Government Contributions$12,500$7,500$0
Individual Contributions$190,721$131,575$90,183
Investment Income, Net of Losses$97,230$145,128$130,654
Membership Dues$0$0$0
Special Events$266,989$229,733$204,106
Revenue In-Kind$0$0$0
Expense Allocations
Fiscal Year201320122011
Program Expense$403,377$462,421$425,747
Administration Expense$29,827$32,308$50,461
Fundraising Expense$39,324$31,731$25,433
Payments to Affiliates$0$0$0
Total Revenue/Total Expenses1.311.061.19
Program Expense/Total Expenses85%88%85%
Fundraising Expense/Contributed Revenue8%8%6%
Assets and Liabilities
Fiscal Year201320122011
Total Assets$2,857,176$2,708,436$2,727,426
Current Assets$575,942$743,032$495,502
Long-Term Liabilities$0$0$0
Current Liabilities$35,436$30,853$79,188
Total Net Assets$2,821,740$2,677,583$2,648,238
Top Funding Sources
Fiscal Year201320122011
Top Funding Source & Dollar AmountSpecial Events $266,989Special Events $229,733Special Events $204,106
Second Highest Funding Source & Dollar AmountIndividuals $190,721Investment, Net of Losses $145,128Foundations and Corporations $150,600
Third Highest Funding Source & Dollar AmountInvestment Income $97,230Individuals $131,575Investment Income, Net of Losses $130,654
Short Term Solvency
Fiscal Year201320122011
Current Ratio: Current Assets/Current Liabilities16.2524.086.26
Long Term Solvency
Fiscal Year201320122011
Long-Term Liabilities/Total Assets0%0%0%
Capital Campaign
Currently in a Capital Campaign? No
Capital Campaign Anticipated in Next 5 Years? Yes
CEO Comments The Holocaust Center does not charge admission to the museum or to community programs. All our income is from individual contributions, grants, and fundraising events. Economic downturns affect us in two ways. First, some of our most reliable supporters are unable to give at previous levels. Second, during difficult economic times there is increased intolerance toward immigrants and racial and ethnic minorities, meaning that our tolerance education programs are more critical and more meaningful than in the past.  
Foundation Comments
Financial figures taken from 990.  990 and audit are reconciled. 2012, 2011: Foundation and corporation contributions are included with Individual contributions as they were not separated in the 990 or audit.
The endowment figure above includes an endowment fund which is held at the Central Florida Foundation and one that is not held at the Foundation.
Voluntary Organizations Active in Disaster
Notes Programs listed here are those that are only activated during a disaster. Some organizations have unified budgeting and do not budget by program. Because of this, some budget fields may be blank or represent an approximation. Organization describes previous experience during the immediate response, recovery or rebuilding phases following a disaster.