This quantitative correlational study aimed to investigate how the implementation of exclusionary disciplinary measures impacts the academic performance of African American students in urban school districts of Louisiana, and to explore gender differentials in the application of exclusionary discipline practices. Linear regression results indicate that exclusionary discipline is not a significant predictor of academic performance for African American students in Louisiana when using graduation rates as the measure for academic performance. Additionally, the study found that male African American students were suspended and expelled more frequently than their female counterparts. In conclusion, schools should implement comprehensive and equitable disciplinary policies and practices that promote academic success for all students irrespective of race or gender. It is recommended that restorative justice practices, counseling services, and teacher training on culturally responsive teaching practices be used as alternative disciplinary measures. [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.]