Ana Temu Otting

Temu Otting, 33, who has a child in kindergarten at Emerald Elementary, traces her interest in public service to her parents, both immigrants — her mother from Guatemala and her father from Mexico, who was deported last year. She runs a print shop in Broomfield that she founded to meet the demand for campaign materials, and notes that her employees are members of the Teamsters union. Her background is in political advocacy, including work on Bernie Sanders’ 2016 presidential campaign and Gov. Jared Polis’ 2018 gubernatorial campaign. Polis later appointed her to the Colorado Commission on Higher Education, where she contributes to developing guiding principles and discussing policy issues for the state’s colleges and universities. Her race is uncontested in this year’s BVSD election.

Endorsements: Boulder Valley Education Association, local teachers’ union and Rocky Mountain Equality Action Fund

Answers to questionnaire

Motivations and qualifications: Why are you running for a BVSD board seat now, and what experience and qualifications make you prepared to serve?

I’m running for a BVSD board seat now because I believe public education is at a crossroads, we’re facing enrollment declines, inequities, and budget pressures that require bold, transparent leadership. As a small business owner of a unionized shop, I know what it takes to balance budgets while centering people. As a statewide commissioner for higher education, I’ve worked directly on policies to expand access, equity, and student success. And as a community organizer, I’ve spent years building coalitions that bring diverse voices to the table to solve tough problems. These experiences prepare me to ask hard questions, push for accountability, and ensure BVSD is a place where every child has the opportunity to thrive.

Declining enrollment: Student enrollment across BVSD has been falling for years, with some schools projected to dip below 50% capacity by 2029. What would you do to address declining enrollment and its impact on schools, including the possibility of grade-level or school consolidations or boundary changes?

Declining enrollment is a reality we can’t ignore, and it has real consequences for how we fund and staff schools. My approach would be to lead with transparency and community voice. Before we talk consolidation or boundary changes, we need clear data on why families are leaving and what’s drawing families in. Is it housing affordability? Program availability? Transportation challenges? I would prioritize community-driven solutions that keep as many neighborhood schools viable as possible, and if consolidations become unavoidable, ensure they are done equitably, with supports in place for students, families, and staff throughout the transition.

Budget and taxes: BVSD spends significantly more per student than the state average, and more each year as enrollment declines. Meanwhile, homeowners are shouldering more of the cost as the district becomes increasingly locally funded (currently 95.8%). What would you do to balance student needs with fiscal responsibility? Should the district consider future tax measures (e.g., mill levy overrides or bonds)?

BVSD’s funding challenges reflect both declining enrollment and a state system that increasingly shifts costs onto local homeowners. I believe fiscal responsibility means two things: (1) protecting the classroom experience for students, and (2) being transparent about where every dollar goes. We should regularly audit programs for impact and sunset initiatives that don’t deliver for kids. At the same time, we must be honest with voters about what it takes to sustain excellence. Future mill levy overrides or bonds may be necessary, but they should be tied to clear outcomes and accountability so that taxpayers know their investment is directly benefiting students.

Equity and student disparities: Hispanic students make up 22% of BVSD enrollment but account for 43% of suspensions and only 11% of gifted program placements. What would you do to address these disparities and ensure minority families feel confident the district is consistent in its handling of bullying and inequity?

The disparities you highlight, in suspensions, gifted placement, and treatment of bullying, are unacceptable. To address them, we need both systemic and cultural change. That means expanding access to advanced programs by addressing bias in identification, investing in culturally responsive training for staff, and creating consistent, transparent discipline policies that are applied equitably. It also means listening to families who feel unheard or treated unfairly. As a woman of color and longtime equity advocate, I know how important it is for families to see their concerns taken seriously and their children treated with dignity in every classroom.

Student well-being and mental health: As of March 2025, 55% of schools nationwide reported increased staff concerns about students exhibiting symptoms of depression, anxiety and trauma. What should the district do to support students’ social-emotional health while maintaining strong academic expectations?

Student well-being is inseparable from academic success. When kids are dealing with depression, anxiety, or trauma, we can’t expect them to perform at their best without support. BVSD should continue to expand access to counselors, social workers, and mental health professionals, and invest in partnerships with community organizations who bring additional expertise. At the same time, strong academics remain critical, the two go hand in hand. By creating safe, supportive environments where students feel they belong, we also create the conditions for them to achieve at high levels.

Technology and AI: BVSD teachers are already using AI tools like MagicSchool to develop lessons and communications, but the district has no clear policy on transparency or risks. BVSD also launched its first year of a districtwide cell phone ban, with no formal impact evaluation. What should the district do to guide and evaluate the use of new technologies, and what sort of boundaries – if any – should the district set for AI in schools?

Technology is here to stay, and the question is how we guide its use responsibly. For AI tools like MagicSchool, I believe the district should establish clear policies around transparency, data privacy, and ethical use. Students and parents deserve to know when AI is being used in instruction or communication. On cell phones, we need a real evaluation of the districtwide ban, with input from students, teachers, and parents, to understand its impact on learning and social connection. Ultimately, technology should be used as a tool to enhance learning, not as a replacement for human connection, and any boundaries we set must be driven by data, equity, and community input.