Schools should be safe, nurturing, and welcoming environments for all students. Frequently, exclusionary school discipline practices, which remove students from the classroom--even for minor infractions of school rules--through suspension or expulsion, prevent students from participating fully in their education. Suspensions, expulsions, and other exclusionary discipline policies and practices can be detrimental to school climate, and can also negatively impact student learning and success as well as social and emotional development. Data from the Department of Education's Civil Rights Data Collection (CRDC) shows that there are disparities along racial, sex, disability, and other student characteristics in the administration of student discipline (suspension or expulsion). The Obama Administration has consistently focused on helping schools proactively redesign school discipline policies and practices to more effectively foster safe and supportive school climates and has marshalled the resources and expertise of several cabinet agencies to combat the inappropriate use of exclusionary school discipline practices from early childhood settings through high school. President Obama and his administration were committed to rethinking exclusionary discipline practices because schools that are safe, nurturing, and engaging environments are where students will succeed socio-emotionally and academically. Rethinking discipline has also been a cornerstone of the work of President Obama's My Brother's Keeper initiative, the White House Council on Women and Girls, as well as an Agency priority within the Departments of Education, Justice, and Health & Human Services. The work of the past several years highlighted in this report should serve to empower advocacy groups, communities, parents, and educators to shine a bright light on inequities and disparities with respect to school discipline and work within communities to address them. This information also highlights actionable steps states and districts can take to decrease use of exclusionary discipline practices in order to make schools better places to promote student learning and growth. This document celebrates the progress made thus far while recognizing that yet far more must be done to improve school discipline practices from preschool through high school. Doing so will require capable and insightful leadership from individuals at every level of school governance. The children deserve nothing less.