The purpose of this study was to investigate the impact of in-school suspension and out of school suspension on the academic performance of seventh-grade students, as measured by the ACT Aspire. This study was motivated by the assumption that out of classroom time and out of school time has an impact on student learning. It was further assumed that direct instruction from the classroom teacher would enhance students' learning; and, therefore, suspensions would have a negative impact on student achievement. This quantitative causal-comparative study used four research questions to examine the relationship between suspensions and academic performance of middle school students. The study relied on the archived ACT Aspire results and disciplinary data from one middle school in the Little Rock School District from the 2017-2018 school year. The study used ANOVAs to determine the statistical significance of the hypothesized relationship at p<0.05. The data indicate there were no statistically significant differences between the four types of suspensions. Those students who received no suspensions had the highest mean scores in math (M=417.51) and the second-highest mean scores in reading (M=417.0). Those students who had both suspensions had the highest mean scores in reading (M=4.17.29), and the second-highest mean score in math (M=4.17.4). Based on the data, the four research questions were addressed, and the four null hypotheses were retained. Based on findings from this study, implications included policy initiatives regarding training staff on positive discipline approaches and alternatives to suspension. It was also recommended to develop a schoolwide discipline plan, which includes alternatives to suspension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]