Prior experimental, vignette-based research has illustrated an "escalation effect," whereby classroom teachers in the United States respond more harshly to Black students than White students for the same recurring misbehavior (Okonofua & Eberhardt, 2015). This research aims to examine escalation effects while also (1) considering misbehavior varying in severity, and (2) expanding beyond the male-only, Black-White student dichotomy that dominates this area of research by adopting an intersectional approach that includes male and female target students from Black, White, Asian, and Latino/a backgrounds. Participants included 1,013 kindergarten through 12th grade teachers from a large public school district who responded to vignettes describing classroom misbehavior. Results supported the Black escalation effect for male and female students, with some evidence of heightened escalation for Black males. No similar effects were found for Asian or Latino/a students. The escalation effect appears to be uniquely associated with Black students, carrying important implications for teacher training and school discipline policies.