Researchers have shown that receiving suspensions is associated with negative educational outcomes. However, existing studies fail to control for unobservable differences between those students who received suspensions and those who did not. In this study, I compare achievement for a given student across school quarters with varying types and levels of suspensions by taking advantage of a unique dataset that measures student achievement at 12 time points across 3 academic years. Results show that multiple suspensions are associated with lower math and English language arts achievement even after controlling for differences between students. Furthermore, I find suggestive evidence that these associations are stronger for students who have an elevated risk of suspensions.