This study presents a genome-wide association (GWA) analysis of educational attainment (EduYears) and college completion (College) in a large cohort of individuals. The study used a pre-registered analysis plan and applied rigorous quality control (QC) procedures to ensure the reliability of the results. EduYears, a continuous measure of years of schooling, was prioritized as the primary phenotype due to its higher genetic correlation with the College phenotype, which is a binary indicator of college completion. The study included 64 cohorts, with a total sample size of 293,723 for EduYears and 280,007 for College. Genotyping and imputation were performed using a range of commercial arrays, with the 1000 Genomes Project (1000G) as the reference panel. QC steps included filtering out low-quality SNPs, checking for allele frequency consistency, and ensuring proper imputation quality. The study also included tests for population stratification, such as the WF-GWAS sign test and LD score intercept test, to account for potential confounding factors. The association analyses were conducted using linear and logistic regression models, with adjustments for covariates and population structure. The study found a high genetic correlation between EduYears and College, suggesting that College is a coarsened version of EduYears. The results were validated through within-sample and out-of-sample replication, with the out-of-sample replication using UK Biobank data showing strong consistency with the main findings. The study also explored genetic overlap between educational attainment and other traits, and used functional annotation methods to identify potential biological mechanisms. The results highlight the importance of large-scale GWA studies in understanding the genetic basis of complex traits and their implications for public health and education policy.This study presents a genome-wide association (GWA) analysis of educational attainment (EduYears) and college completion (College) in a large cohort of individuals. The study used a pre-registered analysis plan and applied rigorous quality control (QC) procedures to ensure the reliability of the results. EduYears, a continuous measure of years of schooling, was prioritized as the primary phenotype due to its higher genetic correlation with the College phenotype, which is a binary indicator of college completion. The study included 64 cohorts, with a total sample size of 293,723 for EduYears and 280,007 for College. Genotyping and imputation were performed using a range of commercial arrays, with the 1000 Genomes Project (1000G) as the reference panel. QC steps included filtering out low-quality SNPs, checking for allele frequency consistency, and ensuring proper imputation quality. The study also included tests for population stratification, such as the WF-GWAS sign test and LD score intercept test, to account for potential confounding factors. The association analyses were conducted using linear and logistic regression models, with adjustments for covariates and population structure. The study found a high genetic correlation between EduYears and College, suggesting that College is a coarsened version of EduYears. The results were validated through within-sample and out-of-sample replication, with the out-of-sample replication using UK Biobank data showing strong consistency with the main findings. The study also explored genetic overlap between educational attainment and other traits, and used functional annotation methods to identify potential biological mechanisms. The results highlight the importance of large-scale GWA studies in understanding the genetic basis of complex traits and their implications for public health and education policy.