An exploratory analysis is conducted across 3 years on school exclusionary disciplinary practices from all 56 high schools in one district. Using geographical information systems mapping and other statistical analysis, this study analyzes how socioeconomic status, racial composition, and geographical region relate to a school's usage of exclusionary discipline. Results show that opportunity transfer, suspension, and expulsion rates vary within the district with the lowest exclusionary practices in high income areas and highest in low income areas. Findings suggest that suspensions are correlated with opportunity transfers and expulsions. However, there is no linear relation between opportunity transfers and expulsions. Poverty, student race/ethnic composition at school site, and school year are found to be predictors of exclusionary practices. Implications for future research are considered.