Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate.  Using discipline and dropout data from a mid-Atlantic state school district, discipline disproportionality and dropout rate amongst high school African American, Hispanic, and Caucasian male and females over a period of four school years was examined. The findings indicated that there was indeed discipline disproportionality among African American, Hispanic, and Caucasian students.  However, the evidence indicating a relationship between disproportionality and dropping out was not conclusive.  Based on the findings, implications for educational practice are advanced.  In addition, recommendations for further research are set forth. / Ed. D.