Disproportionate responses in discipline for students of color persist in public education despite federal laws and programs specifically designed to combat the issue. Research has shown that harsher forms of punishment, especially suspension from school, has a detrimental impact that limits the chances of a student graduating high school. Emerging research contends that this also plays a significant factor in personal outcomes beyond high school, affecting the greater community. Much is known about disproportionality in discipline in research spanning the past 40 years. Research has identified numerous causes, from implicit bias to zero-tolerance policies; despite this research, there is still much to learn about how geographical location within a state, as well as the levels of experience of the teachers within a state, play a factor in this disproportionality. This research study will specifically analyze discipline data from 221 traditional public high schools and 243,279 high school students in the state of Indiana. The intent of this research study is to identify the extent to which disproportionality in suspensions persists in public high schools in Indiana and what impact, if any, that teacher experience and geographic location may have.