In this investigation, the extent to which Disciplinary Alternative Education Program placement assignments differed as a function of ethnicity/race (i.e., Black, Hispanic, White, Asian) for Grade 6, 7, and 8 boys was determined. Archival data were obtained from the Texas Education Agency Public Education Information Management System on all middle school students for the 2011-2012, 2013-2014, 2014-2015, and 2015-2016 school years. Inferential statistical procedures yielded statistically significant differences for all four school years with below small effect sizes. For each year, in each grade level, a stair-step effect was present. Grade 6 through Grade 8 Black boys received a Disciplinary Alternative Education Program placement statistically significantly more often than their peers at all three grade levels. Similarly, Grade 6 through Grade 8 Hispanic boys received statistically significantly more instances of a Disciplinary Alternative Education Program placement than did White and Asian boys. Recommendations for research and implications are discussed along with suggestions for policy and practice.