Over the past decade, states and school districts have acted on research findings that the use of out-of-school suspension has run counter to the goals of education equity and achievement. Legislatures, as well as state and local boards of education, worked hard to shift school discipline practices through statutory and regulatory mandates and restrictions. Research on discipline policy, however, is still emerging. Early studies illustrate the need for greater attention to policy implementation and the challenge of underlying educational inequities. If fair, effective school discipline is states' intended goal, it may well be that policies aimed only at reducing suspension will be insufficient. Addressing disparities requires a broader, deeper look at school culture, process, and practice.