In this Texas statewide investigation, the degree to which White, Hispanic, and Black boys in Grades 9, 10, and 11 in Texas high schools differed regarding the number of days they were assigned to an out-of-school suspension was examined. Inferential statistical procedures revealed the presence of statistically significant differences between Grades 9, 10, and 11 White, Hispanic, and Black boys in the number of days they were assigned to an out-of-school suspension. White boys in Grade 9, 10, and 11 were assigned to an out-of-school suspension a statistically significantly lower average number of days than were Hispanic and Black boys in Grades 9, 10, and 11. Of importance were the higher overall numbers of Grades 9, 10, and 11 Hispanic and Black boys who were assigned to an out-of-school suspension, even though these two student groups constitute a much lower percentage of high school student enrollment than White students. Clear and strong inequities in the assignment of this exclusionary discipline consequence were established. Implications of these findings and recommendations for future research are discussed.