A study conducted in a newly desegregated school system during its first year of reorganization revealed that black students were being suspended at a substantially higher rate than white students. The study also indicated that suspension rates were disproportionately high for males, for students from families receiving Aid to Families with Dependent Children, and for students in the bottom quartiles of their classes. The study further revealed that while suspension rates for blacks were disproportionately high in cases depending on teachers' judgment calls, suspension rates for blacks were comparable to those of whites in cases involving unambiguous violations of rules (for example, in cases in which classes were cut). Correlation analysis of the data substantiated the hypothesis that race was not a primary variable in the suspension of students in the district. The researchers conclude that singling out one variable (such as race) when examining disproportional application of disciplinary measures may be counterproductive. (PGD)