Student Conduct Practitioners seek to be developmental in the application of every aspect of their disciplinary process. Students going through the disciplinary process may face a wide array of sanctions, including suspension. The reviewed literature suggests that suspension is not an effective sanction in the K-12 setting, but very little work exists around the use of suspension in the post-secondary context. This study examines the disciplinary sanction of suspension and the developmental effect on students who reenroll after the term of their suspension. This was accomplished by creating a quasi-experimental design with the treatment group consisting of students who had been suspended, reenrolled after their suspension, and remained enrolled for at least two academic years and a comparison group consisting of students who went through the disciplinary process and were found in violation of charges that could have resulted in them being suspended and were then enrolled for two academic years after their incident. Propensity score nearest neighbor matching was used to estimate the developmental effect of suspension on the treatment group by matching members of the groups based on demographic and case-related covariates. After matching, the effect of suspension on recidivism was estimated and found that there was a statistically significant effect on reducing recidivism among the treatment group, leading me to reject the null hypothesis that there is no developmental effect of suspension on recidivism. The effect of suspension on a student's academic performance was also estimated and failed to produce a statistically significant effect, leading me to accept the null hypothesis that there is no developmental effect of suspension on academic performance. This study furthers the discussion in the literature around the disciplinary sanction of suspension and informs Student Conduct Practitioners of the importance of continuing to carefully apply the sanction of suspension rather than abandoning it due to potential perceptions that it is strictly punitive and not developmental. This study also introduces the methodologies of propensity score analyses to the field of Student Conduct as a legitimate means of program and treatment evaluation. Additionally, this study encourages the use of theoretical frameworks from across disciplines to add nuance and fresh perspectives to discussions in field-specific literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]