The 2021 LDOE report emphasized out-of-school suspensions and expulsions as a key concern in student well-being. It revealed that Louisiana students missed 30,259 days of instruction due to suspensions, equivalent to 180,000 hours or 168 school years of lost learning. The report provided a list of 41 offenses, with instigating/participating in fights being the highest with over 37,460 cases in 2018-2019. This study aimed to examine disciplinary actions, focusing on In-School Suspension, Out of School Suspension, In-School Expulsion, and Out of School Expulsion in Louisiana districts with schools labeled Urgent Intervention Required (UIR-D). Analytical methods included univariate analysis, T-tests, and Analysis of Variance. Utilizing deterrence theoretical framework, findings showed significant differences in dropout rates between schools labeled as UIR-D and those not requiring intervention from 2018 to the 2021 academic school years, with UIR-D schools having lower dropout numbers and rates than schools not under intervention. Despite their smaller population, multi-racial students in UIR-D schools had the highest mean of in-school and out-of-school suspensions compared to other racial/ethnic groups. Black students had the second-highest mean and the largest number of suspensions. Male students consistently had higher numbers and means of in- and out-of-suspensions compared to females throughout the four years studied. Trend analysis revealed notable decreases in in-school and out-of-school suspension rates during the 2020-2021 school year. In-school expulsion rates differed significantly across the four years, with a notable decrease in the 2020-2021 year. However, no significant differences were found in out-of-school expulsion rates. Moreover, out-of-school expulsion rates consistently remained lower than the state-wide rate. These findings demonstrate disparities in disciplinary actions based on intervention status, race/ethnicity, and gender. While there have been improvements in disciplinary rates, there is room for further progress. In conclusion, the study highlights the concern of out-of-school suspensions and expulsions in Louisiana. It emphasizes the need for school districts and schools to create equitable disciplinary practices and continued efforts to create a positive learning environment for all students. School districts and schools should work to address implicit bias, improve school climate, and provide support for students who are struggling academically or socially. [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.]