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The purpose of this quantitative, non-experimental, causal-comparative study was to investigate out-of-school suspension (OSS) rate differences between students with disabilities (SWD) and students without disabilities (SWOD) and whether those differences varied between Title I and non–Title I public schools. This study was important because SWD experience exclusionary discipline at higher rates than SWOD, which can limit access to instruction, services, and equitable educational opportunities. Bronfenbrenner’s ecological systems theory informed the study by examining how school and environmental contexts may affect student outcomes. The study was guided by the research question: (RQ1: What is the difference in OSS rates between students with disabilities and students without disabilities, and how does this difference vary between Title I and non–Title I public schools?). The setting included public schools in the United States. The sample consisted of 56,771 public schools and 113,542 school-level OSS rate observations. Secondary data came from the 2021–2022 Civil Rights Data Collection (CRDC) and the Common Core of Data. OSS rates were calculated for SWD and SWOD, and schools were identified by Title I status. Descriptive statistics summarized group patterns, and a two-way analysis of variance examined disability status, Title I status, and their interaction. Results showed that SWD had higher OSS rates than SWOD, and Title I schools had higher aggregate OSS rates than non–Title I schools. The disability-based OSS gap did not significantly differ by Title I status. Findings suggest that disability-based disciplinary disproportionality is a systemlevel issue. Future research should use individual student-level data, examine specific disability categories, and consider school-level factors related to exclusionary discipline for SWD.