This study examined the effect of specific disciplinary actions such as in-school suspensions, out-of-school suspensions, and expulsion on student achievement in public high schools. School discipline data from 1291 students educated within a school district in Tennessee were obtained and analyzed against Tennessee Value-Added Assessment System data. Specifically, language arts and math end-of-course exam scores of students who received a disciplinary action were used to conduct a comparative analysis of individual students' discipline and their achievement. Findings showed that there was a statistically significant difference in the achievement of students who were and were not assigned some type of disciplinary action. Furthermore, findings showed that there was no statistically significant difference in the academic achievement of students who were assigned in-school suspension, out-of-school suspension, and expulsion regarding the type of disciplinary action received. [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.]