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One of the strongest findings in the juvenile delinquency literature is the relationship between a lack of school success, school disengagement, and involvement in the criminal justice system. This link has been deemed the "school-to-jail pipeline." To date, research has not clarified the antecedents or origins of this school failure and disengagement, although it is known that it occurs at relatively young ages. This study examines one possible source: racial bias in school discipline experienced during the elementary school years. Using a multi-level analysis, we examine whether African-American elementary school students are more likely to receive disciplinary infractions while controlling for individual-level, classroom-level, and school-level factors. Our findings, robust across several models, show that African-American children receive more disciplinary infractions than children from other racial categories …