Beginning in the fall of 2017, Maryland severely restricted the use of out-of-school suspensions in grades PK-2. The policy presented a valuable opportunity to examine the effects of state-level discipline policies. This study researched the effects of the suspension ban on student discipline outcomes (e.g., number and frequency of different discipline events) and access to classroom instruction (e.g., absenteeism before and after the ban). The authors employed a comparative interrupted time series model that allows them to compare trends in outcomes over time for both grades subject to the ban (K-2) and grades not subject to the ban (3-5). Findings revealed that the state ban substantially reduced, but did not eliminate, suspensions in treated grades. It was also found that while all student subgroups experienced significant declines in frequencies and suspension rates, disparities by race, income, and gender persisted, and gaps related to disability status widened. Suggestions to policymakers aiming to reduce suspensions across all grades include extending their focus beyond just the early grades and attending to the multitude of reasons why some student groups are disciplined at higher rates than others. For example, schools might need to address factors that contribute to educator biases in referrals and suspensions, rather than simply implementing a race-neutral strategy and hoping it will reduce racial inequalities.