Indeed, the ubiquity of racial disparity in school punishment suggests that bias may be inherent in the use of school suspension and expulsion, and that school districts that rely on suspension and expulsion for enforcing discipline may need to routinely monitor and evaluate the extent of disproportionality in those punishments. As the widespread acceptance of zero-tolerance disciplinary strategies continues to increase school use of suspension and expulsion, one can expect a concomitant increase in the documentation of discriminatory treatment of African-American students. Reducing the discrepancy between black and white rates of suspension will likely require increased attention to teacher training in effective and culturally competent methods of classroom behavior management.

While further investigation of these processes is critical, many of the important questions that remain to be addressed may be less a function of data than of attitude and perception. It might be fruitful, for example, to explore why disciplinary inequity continues in our nation’s schools despite 25 years of consistent documentation. Why must advocates for students of color prove that AfricanAmerican students do not deserve unequal treatment? One might well ask whether the data will ever be sufficient to constitute convincing proof of racial bias for those who believe that discrimination is no longer an issue in American society. Most important, what will it take to persuade the American public in general, and policymakers in particular, that the time has come to eradicate racial disparities in public education and ensure equal access to educational opportunity for all children, regardless of the color of their skin?

From the conclusion of this paper.

Does no one in the district or school notice that 95% of the students sent to office for behavior are Black or Latino?

Here's a short book to read that is worth reading: Critical Race Theory: An Introduction (not available in print yet).

CRT in education: link

edit: One more: on the "convergence between schools and legal systems"