Over the last forty years, schools' use of exclusionary discipline tactics, such as suspension and expulsion, increased by nearly 50% (Office for Civil Rights 2014). Research suggests that the suspension and expulsion of students may negatively affect future educational attainment, interaction with the criminal justice system, and other indicators of economic and social wellbeing (Andrew and Blake 2017; Fabelo et al. 2011; Mittleman 2017; Wolf and Kupchik 2017). Previous research also shows that not all children are equally likely to be suspended or expelled (Ramey 2015; Skiba and Williams 2014). Students' discipline experiences vary substantially by gender, socio-economic status, and race/ethnicity. Many questions still remain about the causes of schools' increasing use of suspension and expulsion, especially among already disadvantaged populations. To identify the predictors of suspension and expulsion, education researchers and other social scientists have focused primarily on differences in the composition and characteristics of children's schools, differences in children's school behaviors and, to a lesser extent, differences in children's family backgrounds. In this study, the authors proposed to help distill and extend what they know about the effects of family context factors on children's risk of suspension and expulsion. Drawing on one of the largest and most complete State Longitudinal Data Systems (SLDS) in the nation, this study accessed Texas Education Research Center (ERC) data to analyze current school discipline outcomes of a sample of 757 children matched to their mothers in the Texas subsample of the Fragile Families and Child Wellbeing Study. Using common identifiers in both sets of longitudinal data, this study was able to leverage a unique dataset incorporating detailed survey data including family backgrounds and characteristics of 757 children born between 1998 and 2000 with their administrative school-level records from preschool through entry into higher education or the workforce. The expected benefit of these combined data was superior analytic capabilities than either source of data by itself. As far as the authors know, theirs was the first project to combine necessary school discipline and academic records with longitudinal survey data on children to be able to jointly examine the relative associations between child, family, and school/neighborhood factors -- measured from birth through adolescence -- on suspension and expulsion. Given sufficient findings, the hope was that by investigating this broad range of factors and family characteristics that predict future suspension and expulsion, schools would have information needed to intervene earlier in children's school careers, implementing policies designed to ameliorate children's behaviors.