The present study investigated mediating and moderating relationships among school-level indicators of (a) exclusionary discipline, (b) the extent to which student voice is valued: (c) the level of student engagement, and (d) the grade tier of students served. The sample comprised 128 schools--72 elementary, 34 middle, and 22 high--from a large urban school district. Results from the mediation analysis indicated that the relationship between "Student Voice" and "Exclusionary Discipline Rate" was mediated by "School Engagement," suggesting an explanatory link between the 2 variables. There was no moderating effect when "Grade Tier" was included in the model, indicating that the relationship between "Student Voice" and "Exclusionary Discipline Rate" remained consistent across all 3 grade tiers. Implications for educational practice are discussed.