Suspensions and expulsions have long been employed in schools to discipline students for disruptive behavior and maintain a safe school environment. However, a growing body of research suggests that these types of disciplinary interventions negatively impact student achievement and increase both students' risk of dropping out and their likelihood of future involvement with the criminal justice system. The effects of these policies are more pronounced for students of color and students with disabilities, who have historically experienced higher rates of suspensions and expulsions. Recent national data show that black students in K-12 schools are 3.8 times as likely to be suspended, and twice as likely to be expelled, as white students. Similarly, students with disabilities are more than twice as likely to receive out-of-school suspensions as students without disabilities. These racial and gender disparities are evident as early as preschool, where black students are 3.6 times as likely to receive an out-of-school suspension as their white classmates.4 Additionally, while boys represent 54 percent of preschool enrollment, they constitute 79 percent of all suspended preschool children. Research indicates that a child's early educational experiences greatly influence their development and outcomes later in life, making these data particularly consequential. State policymakers have attempted to address these problems through legislation aimed at striking an appropriate balance between promoting a safe school environment and reducing the adverse effects of harsh disciplinary policies. Generally, recent legislative efforts to address school discipline policies have focused on: (1) Restricting suspension and expulsion by grade level and type of infraction; (2) Limiting the length of exclusion; (3) Implementing reporting requirements; and (4) Supporting re-engagement.