In this investigation, we used Texas statewide data to determine the extent to which inequities were present in the assignment of school disciplinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically significant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically significantly more instances of each disciplinary consequence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were assigned these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to grade 6 Black, Hispanic, and White students by their economic status. As such, school administrators and educational leaders are urged to evaluate their own discipline programs to ascertain the degree to which they have equity in the assignment of disciplinary consequences in the students they serve.