The policy context, national CRDC data, and research highlight the need for national attention to equity in disciplinary decisions. State and local discipline policies drive many decisions about exclusionary discipline in schools. These policies have the potential to exacerbate inequities or promote equity in discipline. Many state and local policies have been created addressing harsh discipline in the last ten years. Despite the large quantity of state discipline policies, little is known about the quality of these policies across the nation and the impact of these policies on child outcomes and related disparities. This brief takes an initial step in undergoing this analysis by examining the content in state exclusionary discipline policies in pre-kindergarten through 12th grade (pre-K–12) to date. We conduct a descriptive analysis of specific dimensions of policies beyond identifying if state policies exist. This enables us to understand the quality of policies. In this report, we examine the major dimensions of state exclusionary discipline policy, specifically by: 1. behavior incidents, 2. limitations on exclusion by grade, 3. limitations on exclusion by duration, and 4. access to alternatives to harsh discipline. (author abstract)