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The purpose of this quantitative study was to identify differences in discipline factors between students with and without disabilities in the United States. Grounded in critical theory and critical pedagogy, which examines how power structures and educational practices create inequities, this study explored differences in disciplinary factors by student disability status to determine specific inequalities between the student groups. This study was guided by one primary research question: What differences exist in student discipline factors between students with and without disabilities? Secondary data from the 2020-2021 Civil Rights Data Collection Discipline Survey, administered by the U.S. Department of Education Office for Civil Rights, was used for this study, which included discipline data for more than 49 million K-12 public school students. Five discipline factors were analyzed: corporal punishment, one out-of-school suspension, one or more out-of-school suspensions, expulsion with educational services, and expulsion without educational services. Using the Matrix Laboratory (MATLAB) software, statistical analysis included descriptive statistics, assumption testing, and a multivariate analysis of variance (MANOVA). MANOVA results revealed no statistically significant difference between student groups (F=2.061, p=0.189), as supported by Wilks’ λ=0.2834 and Pillai’s trace=0.20485. Although the results were not statistically significant, the univariate analysis showed slightly higher mean ranks for students with disabilities, suggesting small but persistent disparities. This study also emphasized the importance of continued monitoring of discipline equity, pandemic-related discipline policy reviews, and future longitudinal research.