The gap in achievement and discipline between White and Black students is a significant problem in education across the nation. The objective of this study was to determine if the achievement gap increases once schools decrease suspension rates and offer alternatives to out-of-school suspension. The purpose of this study was to determine the impact of lower out-of-school suspension rates on the academic achievement of Black and White students in a select high school in Alachua County. The methodology utilized a quantitative, quasi-experimental approach to determine the impact of lower suspension rates on the academic achievement of Black students in Alachua County Public Schools on their state standardized assessments. The theoretical framework for this study was the social equity theory (SET), which describes social interactions that produce differences in learning outcomes (McKown, 2013). The SET explains factors that combine to create differences among groups regarding school readiness and academic achievement. The data analysis revealed a statistically significant difference in assessment data based on race both before and after a school-wide intervention to reduce suspension rates. The results, which compared student achievement based on the lowering of out-of-school suspension rates, did not show a statistically significant increase in the percentage of Black students who passed the exam. The conclusions of this study call for concern and further investigation to determine if an emphasis on reducing out-of-school suspension and the racial discipline gap impacts the academic achievement of these students who have historically lower scores than their counterparts. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]