Interrupting this correlation early is of the utmost importance, since “for children of color, the absence of a high school diploma has done more than relegate someone to the economic margins of society […] By By the time they reach their thirties, 52% of young, male, African American high school dropouts have spent some time in jail or prison” (Pettit & Western, 2003). Extending the connections of these early disciplinary patterns observed in elementary schools to the prison system makes it important to analyze different behavioral interventions as they relate to Black males and see if that type of justice remains applicable in a positive and culturally competent context. appropriate manner to the needs of these young people. Speaking subjectively, however, it would appear that eliminating racial bias from exclusionary policies would lead to fewer African American students being suspended from school, and thus an increase in the amount of time these students spend in the classrooms to which they belong. The amount of studies and evidence of the correlations between young black males and exclusionary discipline at the elementary level leaves an important task for the American education system. Tracing the correlations between adult incarceration and discipline starting in elementary school introduces the question of what types of discipline may be most effective and when certain forms of instruction should be applied. While extensive research confirms the harmful impacts of exclusionary discipline, the correlation of this phenomenon and the potential to change the disciplinary system employed in elementary schools through methods such as culturally competent behavioral intervention, positive behavioral intervention...... half of the article. .....on racial and ethnic disproportionality in elementary schools, particularly that relating to African American males, appears to be inhibited by simplistic dichotomies that intentionally pit personal attributes of elementary school students, such as student temperament and school disengagement, against systemic factors such as implicit biases of school administrators, in order to account for the overrepresentation of certain groups in exclusionary disciplinary trends such as suspension or expulsion (Gregory, et al. 2010). An external solution to this dichotomy, such as other behavioral intervention methods that address student issues as well as possible implicit biases at the administrative level, may provide an alternative that may facilitate a paradigm shift in the pipeline that leaves Black males educationally disadvantaged and systematically disenfranchised.