This study consists of an analysis of suspension patterns; a description of inhouse suspension programs; perceptions of secondary principals, teachers, and students about discipline in the schools; perceptions of the community about suspension and discipline policies; a review of the district's human relations program; an examination of student handbooks; and general recommendations and possible alternatives to current practices. Among the conclusions and recommendations are that a significant number of suspensions are for minor offenses that are nondisruptive, that the suspension rate for black students is clearly disproportionate to their numbers in the school system, that inhouse suspension programs are perceived as the clearest and quickest way to descrease discipline problems, that suspension should be used sparingly because of its disruption to the individual's education, and that regularly scheduled and planned communication sessions should be maintained and continued between minority group representatives and various levels of the school administration. (Author/IRT)