Daily Papers

Long-form factuality verification is commonly implemented as a static decompose-search-verify pipeline, with separately prompted modules processing claims and invoking external search. Treating claims independently makes LLM and search calls scale with claim count and causes repeated searches for overlapping evidence about related claims. We introduce EAVer, an End-to-end Agentic Verifier that learns to control the complete response-level verification workflow as a unified policy. EAVer groups semantically related claims, routes each group to direct verification or targeted search based on confidence, and keeps evidence returned by search in compact in-context memos for cross-claim reuse. To train this policy, we develop a privileged-teacher synthesis pipeline that converts gold claim annotations into executable multi-turn tool-interaction trajectories with live search rather than post-hoc rationales. Structural, label-alignment, tool-use, search-budget, and leakage checks yield 1,447 quality-controlled trajectories. We further construct 794 bidirectional same-trajectory preference pairs that keep claim grouping, search, and evidence fixed, enabling decision-focused Direct Preference Optimization (DPO) over factuality-decision tokens. The results with Qwen3-8B show that EAVer outperforms the strongest search-based baseline on each benchmark by 2.88 Macro-F1 points on VeriFastScore and 4.73 points on the out-of-distribution FaStFact-Bench, while using about 80% fewer searches than the most search-efficient baseline. Moreover, EAVer consistently improves performance across models ranging from 4B to 32B parameters, demonstrating its strong generalizability.

Reinforcement Learning (RL) from outcome rewards suffers from sparse supervision, particularly on difficult, long-horizon tasks where successful trajectories are rare and costly to generate. On-Policy Distillation (OPD) offers an attractive alternative by providing dense token-level supervision from a stronger teacher along the student's own generations. Self-distillation methods further remove the need for a separate teacher model by conditioning the same policy on privileged information to serve as its own teacher. However, privileged conditioning alone does not guarantee that the resulting distillation update improves the student. Indeed, privileged information can lead the teacher to solve tasks through shortcuts unavailable to the student, producing supervision poorly matched to the student's current behavior. Consequently, even a higher-performing teacher can provide guidance that degrades student performance. To address this, we analyze how the choice of privileged teacher affects the student's update. We derive a necessary and sufficient condition for the teacher's local distillation update to be a positive multiple of the student's reward gradient. Our analysis suggests that the teacher should not only perform well on the task, but also provide guidance suited to the student's current capabilities. This characterization motivates a practical teacher-training surrogate that combines outcome rewards with token-level Kullback-Leibler (KL) regularization toward the student. Based on this result, we propose Joint On-Policy Learning and Teaching (JOLT), which jointly trains a single policy in two roles: a privileged teacher using a KL-regularized objective, and an unprivileged student using dense on-policy distillation. Across mathematical reasoning, coding, tool use, and terminal use, JOLT improves training efficiency and performance, with further gains from student rewards.

On-policy distillation trains a language model on its own generations while a teacher scores them token by token. It combines the dense supervision of imitation learning with the on-policy sampling of reinforcement learning. But it requires a second, larger model to act as teacher. On-Policy Self-Distillation (OPSD) removes that cost. The teacher is the model itself, conditioned on privileged information the student will not have at test time, such as a reference solution, a plan, or environment feedback. The teacher is no stronger than the student, only better informed. Early results were promising, with accuracy comparable to reinforcement learning at a fraction of the generated tokens. But the same asymmetry that produces the signal also biases it. One failure mode now dominates the field: collapse, the progressive narrowing of the set of reasoning paths the model can produce. Collapse is not specific to OPSD, though privileged information aggravates it. This review treats collapse as a symptom governed by three levers: (i) where the signal is applied, that is, how tokens are weighted; (ii) what the teacher is shown, that is, the nature of the privileged information; and (iii) when the signal changes, that is, the teacher's dynamics and the decay of guidance. We restrict our scope to mathematical reasoning, where the method originated and where its failure modes are best documented. We report no new experiments. The contribution is structural: a shared vocabulary for phenomena named differently across papers, and a clear line between what is settled and what is still disputed.

On-policy self-distillation (OPSD) teaches large language models new skills through a teacher that shares the student's backbone and supervises its own rollouts. Existing teachers either inject privileged context at the input -- inducing post-hoc rationalization -- or fine-tune weights, accumulating drift and forgetting across tasks. We propose \method, whose teacher differs from the student only by a learnable soft prompt: trained on (x, y_gold) pairs with the backbone frozen, the prompt yields a task-specific teacher that preserves the student's exact representational geometry. \method\ extends naturally to multi-task settings by routing each example in a merged corpus to its corresponding soft-prompt teacher, allowing a single student to absorb knowledge from K teachers in parallel; at inference, all prompts are discarded. On Qwen3-1.7B-Base and Phi-4-mini-instruct across four tasks (Science, Tool Use, Biology, Math), the single-task variant (OPD with a PT teacher) matches or exceeds full fine-tuning while training orders of magnitude fewer parameters, and the multi-task variant achieves the best overall average (56.2 on Qwen3-1.7B-Base) while preserving general-capability benchmarks -- in contrast to sequential SFT, which degrades both.

While large language models (LLMs) show impressive decision-making abilities, current methods lack a mechanism for automatic self-improvement from errors during task execution. We propose LEAP, an iterative fine-tuning framework that continually improves LLM agents using feedback from AI expert teachers. Our key insight is to equip the expert teachers with a privileged state -- information that is available during training but hidden at test time. This allows even weak experts to provide precise guidance, significantly improving the student agent's performance without access to privileged information at test time. We evaluate LEAP on diverse decision-making benchmarks, including text-based games (ALFWorld), web navigation (WebShop), and interactive coding (Intercode Bash). Our experiments show that LEAP (1) outperforms behavior cloning and ReAct baselines (2) enables weak student models (e.g., Llama3-8B) to exceed the performance of strong teacher models (GPT4-o), and (3) allows weak models to self-improve using privileged versions of themselves. We also provide a theoretical analysis showing that LEAP's success hinges on balancing privileged information with the student's realizability, which we empirically validate. Our code is available at https://leap-llm.github.io

On-policy self-distillation (OPSD) trains a large language model using supervision from a teacher instantiated from the same model as the student. The teacher is conditioned on privileged information (PI), such as verified solutions. The student, which does not observe PI, learns from the teacher's next-token distributions along its own sampled responses. However, PI can bias supervision toward shortcut reasoning with limited verification or reconsideration, accompanied by a sharp drop in the entropy of the output distribution. To address this challenge, we introduce self-distillation with verbal regularization (VRSD), which uses system prompts to regulate how the teacher uses PI, thereby encouraging rethinking and exploration to counteract premature commitment. Theoretically, we model prompting as attenuating the influence of PI on the teacher distribution and derive conditions for entropy preservation. Across three models and four tasks, VRSD improves Pass@1 over OPSD in 11 of 12 model-task settings, by 3.9 percentage points on average, while generally maintaining higher token entropy.

On-policy self-distillation has recently emerged as an effective approach for improving language-model reasoning by supervising students with a frozen or EMA version of themselves that receives privileged information. Its application to multimodal large language models (MLLMs), however, remains largely unexplored. Recent approaches use privileged visual information, such as image crops corresponding to a question, to improve fine-grained perception, but their gains are confined to tasks that benefit from such visual zooming and require either human-annotated grounding data or external teacher models. We introduce a different form of on-policy self-distillation for MLLMs that provides the teacher with textual, spatially grounded guidance identifying the visual elements relevant to a query. We use procedurally generated scenes with automatically available object identities and spatial coordinates, enabling scalable and annotation-free post-training. The teacher uses this spatial guidance to locate and integrate evidence from multiple relevant image regions, while the student learns to reproduce the resulting behavior from the image and question alone. Our approach consistently improves performance on counting, document and chart understanding benchmarks across multiple models. Importantly, although post-training uses only synthetic scenes, the resulting improvements transfer to real-world perception benchmarks, yielding a 3.23-point gain in average performance across CVBench, V*, ZoomBench, BLINK, HR-Bench, and MME-RealWorld. These results show that spatially grounded privileged information can induce broader perceptual capabilities through on-policy self-distillation, enabling substantial synthetic-to-real transfer beyond the task and data distribution used for post-training. Project page: https://github.com/sirkosophia/Where-OPD

On-policy self-distillation (OPSD) uses a privileged teacher to supervise a reasoning model on prefixes sampled from its own rollouts. Yet each rollout also reveals how the student's response unfolds and whether it succeeds, student-specific hindsight that standard OPSD does not use to form the teacher. We introduce Privileged Adaptation from Student Trajectories (PAST), which treats each completed student trajectory as additional privileged information for the OPSD teacher while leaving the student's distillation prefixes unchanged. PAST preserves the student's next-token distribution on correct trajectories and uses failed trajectories to adapt the teacher toward verified success under student-proximity regularization. We characterize what such a trajectory-conditioned teacher can transfer to a prefix-only student. Forward-KL distillation projects the teacher distributions to their conditional arithmetic mean given the prefix. This projection separates trajectory-specific variation that remains privileged from the mean policy shift available to the student. For correct trajectories, the unclipped population objective also has the frozen student as an ideal distributional fixed point. Across three mathematical reasoning benchmarks, PAST improves the Avg@12 macro average over Vanilla OPSD by 5.6 percentage points. A 2times2 factorial study shows gains from both complete-trajectory access and teacher adaptation, while trajectory removal and shuffling confirm that the adapted teacher uses the matching hindsight context.

On-policy distillation (OPD) improves reasoning models by learning the token-level discrepancy between a stronger teacher and an on-policy student. However, this discrepancy does not purely reflect the capability gap between the teacher and the student: it also contains deviations arising from the teacher itself, which are consequently mixed into the observed teacher--student discrepancy and indiscriminately learned by standard OPD during training. This issue is further exacerbated by privileged OPD, where privileged information induces larger teacher-side likelihood shifts, thereby encouraging the student to learn more of the teacher's own deviation. We introduce Calibrated On-Policy Distillation (Cal-OPD), which estimates the teacher's self-deviation region through positive and negative privileged interventions and calibrates the original teacher--student discrepancy by retaining only the component that lies beyond this region. Experiments on mathematical reasoning benchmarks show that, while retaining only about 52--65\% of the original teacher--student discrepancy as the optimization signal, Cal-OPD consistently outperforms standard OPD and its variants across model scales.

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

On-policy self-distillation (OPSD) combines student generated trajectories with dense supervision from a privileged teacher of the same model. Its pointwise clipping protects the student from locally incompatible teacher directions, but the fixed teacher receives no feedback about the supervision the student rejects, which limits effective learning from the teacher. We introduce DualOPSD, which alternates updates in a coupled teacher-student system. The student retains OPSD's clipped forward KL objective. The privileged teacher adapts to the updated student after each student step. A residual target based on the frozen initial model preserves the effect of privileged context during teacher adaptation. Across Qwen3-8B/4B/1.7B and three math benchmarks, DualOPSD improves avg@12 accuracy over OPSD by 9.83 percentage points. Further diagnostic analyses show lower bidirectional KL, less persistent mismatch, and retained sensitivity to privileged reference. Together, these results demonstrate that DualOPSD can be a more effective form of privileged self-distillation. Code is available at: https://github.com/on1262/DualOPSD.

Privileged on-policy distillation improves multimodal reasoning by allowing a teacher to evaluate student trajectories using rich, training-only visual evidence. Both models score these trajectories while conditioning on the same student-generated prefix. When a student misinterprets an image early in a response, this accumulating erroneous rationale eventually pulls the teacher away from its visual evidence. The teacher and student converge on the same hallucination, causing standard cross-model supervision to collapse precisely where correction is most needed. We find that the teacher's visual corrective preference is not lost under this misleading agreement. Comparing the predictions of the identical teacher given the real image and a visual null reveals that the privileged evidence still pushes the model toward the correct interpretation. We introduce OPD-Aha, which reconstructs the distillation target directly from this isolated visual preference rather than relying on the fragile teacher-student discrepancy. This reconstructed target aggressively suppresses continuations that contradict the image. Trained with this objective, students learn to naturally interrupt their own flawed reasoning with reflection tokens such as wait and actually. After reflection, subsequent generation relies less on the accumulated erroneous text and more on the visual evidence. Correcting these trajectories mid-generation fundamentally alters the reasoning process, yielding broad and consistent improvements across diverse fine-grained perception and complex multimodal reasoning benchmarks. Our code and models are available at https://github.com/Echochef/OPD-Aha.

Multi-turn agents trained with reinforcement learning (RL) receive a single scalar reward per trajectory, which motivates self on-policy distillation (OPD) to supply dense token-level supervision from a self-teacher with privileged task skills, letting a skill-free student internalize them. This recipe, however, is undermined by two findings in agentic tasks: privileged information alone does not always make a teacher reliable, and the benefit of teacher supervision is stage-dependent. We therefore propose RetireOPD (Self-Retiring On-Policy Distillation), which first optimizes a decoupled, skill-conditioned teacher with environment rewards and then trains a skill-free student jointly with RL and OPD. Rather than following a predefined distillation schedule, RetireOPD adopts Adaptive Retirement: the student drops the teacher on its own once their discrepancy stops shrinking and it reaches a target fraction of the teacher's success rate, after which training proceeds with RL alone. Across Qwen2.5 models from 1.5B to 7B, RetireOPD improves ALFWorld success rate over RL baseline by 14.1% to 18.8% and WebShop accuracy by 11.8% to 19.0%, and surpasses its own skill-conditioned teacher in every setting.

Recent large language models achieve strong performance on complex reasoning tasks, where reinforcement learning with Group Relative Policy Optimization (GRPO) has emerged as a leading paradigm for optimizing models on self-generated trajectories. However, the on-policy nature of GRPO bounds the model to the reasoning skills it can already produce, restricting to learn more advanced capabilities. Prior works inject privileged reasoning traces from a stronger teacher policy to guide training, yet these traces are inherently out of distribution with respect to the student policy. We observe that this mismatch between on-policy and off-policy causes gradient clipping on semantically critical reasoning tokens, ultimately rewarding correct answers while leaving the reasoning that justifies them unlearned. Hence, we propose Echo-GRPO, a framework that lets the model reason in the words it speaks. Rather than imitating low-probability privileged traces from the teacher model, Echo-GRPO rewrites them into the student policy's own idiolect, that is, its own characteristic vocabulary and expression patterns, while preserving their semantics via Dual-Reference Decoding. We instantiate this framework as VideoEcho-R1 for video reasoning distillation, achieving consistent improvements across three multimodal LLM backbones and five benchmarks. Finally, we show that our idiolectal paraphrasing is a plug-in module that consistently improves both RL and supervised fine-tuning frameworks for reasoning distillation, demonstrating that policy-aligned supervision extends beyond GRPO.

Visual on-policy distillation relies heavily on an informative teacher-student asymmetry, through either a larger, stronger teacher or privileged supervision, such as reference answers or ground-truth regions of interest. This raises a fundamental question: where can informative asymmetry come from when nothing privileged is available? We answer this by inverting where the asymmetry comes from. Rather than adding privileged information to the teacher, we subtract information from the student. This asymmetry creates the same effective learning signal for free as a teacher with access to information unavailable to the student, without ground-truth annotations, rewards, or a separate stronger teacher model. Building on this principle, we introduce Self-Supervised Visual On-Policy Distillation (S^2VOPD), a simple yet effective method that constructs on-policy learning signals from asymmetric augmented views. S^2VOPD distills the teacher's distribution conditioned on the original image on-policy into the student distribution conditioned on a strongly augmented view of the same image. We systematically explore a broad design space of visual augmentations and uncover that (1) asymmetry matters: all four augmentation families improve performance, while symmetric self-distillation degrades it; (2) strength matters: performance peaks at a moderate strength; and (3) the gap must remain task-consistent: augmentations that completely remove the question-relevant evidence can induce large but uninformative discrepancies. Across six fine-grained perception benchmarks, S^2VOPD improves Qwen3.5-4B from 70.7% to 77.4%, above all open-source models compared, up to Qwen3-VL at 235B, and surpasses GPT-5.4. While holding training data the same, it recovers 96% of the improvement achieved by methods with privileged information. Website is at https://williamium3000.github.io/s2vopd

On-policy (self) distillation (OPSD) is increasingly adopted for language-model post-training. It strengthens the teacher with privileged information but can induce a privilege illusion: the student learns privilege-dependent behavior it cannot reproduce from its inference-time context, yet behaves as if the training-time privileged information remained available, ultimately degrading performance. In this paper, we identify information asymmetry between the privileged teacher and the student at inference as the root cause of this failure in OPSD. To resolve this asymmetry, we propose Dual-Anchored Policy Distillation (DAPD), a unified framework with two levels of anchoring. Dual-Path Anchoring (DPA) introduces a self-conditioned bridge and aligns reference and rollout behavior along two matched-information paths, preventing privilege-dependent behavior from being transferred to the inference-time student. Dual-Source Anchoring (DSA) applies these paths in both reference-to-rollout and rollout-to-reference directions, reducing reliance on privileged reference guidance while preserving correctness supervision. Extensive experiments show that DAPD significantly alleviates privilege illusion, outperforming OPSD on Qwen3-4B by +2.00 points on average across tasks. Notably, its gains persist across scales, reaching +2.69 at 4B and +2.78 at 32B.

On-policy distillation (OPD) offers superior capacity transfer by supervising student-sampled trajectories with dense token-level signals. To furnish high-quality supervision sources and thereby elevate the performance frontier of distillation, an intuitive direction is to infuse privileged information to either teacher or student itself. However, this additional input induces a potential failure mode we dub privilege illusion: a pattern that conflates the transferable capability gap that students are meant to close, and the information asymmetry gap that can only be mimicked but never replicated. This issue is further amplified by the inherent non-uniformity of token-level supervision, where only a small subset of tokens carries pivotal capability-bearing signals. To this end, we propose DOPD, an advantage-aware dual distillation paradigm that dynamically routes token-level supervision between privileged teacher and privileged student policies based on their advantage gap and relative probabilities. Each token receives supervision of different strength, objective, and strategy from either teacher or student itself, which transfers credible capability while simultaneously receiving auxiliary signals, to alleviate privilege illusion. Extensive experiments on both large language model (LLM) and vision-language model (VLM) settings demonstrate that DOPD consistently outperforms Vanilla OPD and other counterparts. Further results on stability, robustness, continual learning, and out-of-distribution tasks validate its superiority.

While Large Language Models (LLMs) have emerged with remarkable capabilities in complex tasks through Chain-of-Thought reasoning, practical resource constraints have sparked interest in transferring these abilities to smaller models. However, achieving both domain performance and cross-domain generalization remains challenging. Existing approaches typically restrict students to following a single golden rationale and treat different reasoning paths independently. Due to distinct inductive biases and intrinsic preferences, alongside the student's evolving capacity and reasoning preferences during training, a teacher's "optimal" rationale could act as out-of-distribution noise. This misalignment leads to a degeneration of the student's latent reasoning distribution, causing suboptimal performance. To bridge this gap, we propose MIND, a capability-adaptive framework that transitions distillation from passive mimicry to active cognitive construction. We synthesize diverse teacher perspectives through a novel "Teaching Assistant" network. By employing a Feedback-Driven Inertia Calibration mechanism, this network utilizes inertia-filtered training loss to align supervision with the student's current adaptability, effectively enhancing performance while mitigating catastrophic forgetting. Extensive experiments demonstrate that MIND achieves state-of-the-art performance on both in-distribution and out-of-distribution benchmarks, and our sophisticated latent space analysis further confirms the mechanism of reasoning ability internalization.

Differentially private (DP) text synthesis promises to unlock sensitive corpora for model training, but it remains unclear whether DP synthetic data transmits genuinely new knowledge and capabilities present only in those corpora. This is because existing evaluations rely on tasks that are nearly solvable without training, so strong benchmark performance does not establish that DP synthesis can substitute original data access. Thus, we introduce ContinuousBench, a continuously and automatically-regenerated benchmark that measures capability gain from DP synthetic text. Each quarter, a new release pairs a never-before-seen training corpus with a derived QA set, constructed to be: (1) unsolvable sans-corpus; and (2) learnable under DP, as the tested knowledge is supported by hundreds of independent records. Researchers produce DP synthetic data from the training corpus and run our standardized training and evaluation harness on their synthetic data to measure gains. We instantiate two tracks: Geminon, a procedurally-generated dataset about fictional creatures; and News, a stream of newly crawled public news articles. Although standard benchmarks are nearly saturated, on ContinuousBench we find that non-private synthesis transfers substantial knowledge from the original corpus, while state-of-the-art DP synthesis methods generally fail to do so, even at varepsilon=100.

Agentic reinforcement learning enables LLM agents to learn through interaction, but sparse trajectory-level rewards reveal success without identifying which intermediate decisions deserve credit. Training-only privileged skills can provide denser supervision by allowing the same frozen policy snapshot to rescore fixed tokens from skill-free trajectories while conditioned on task-matched procedural skills. Existing methods, however, do not jointly calibrate teacher scores across interaction steps, relate teacher confidence to realized returns, and integrate the resulting signal into native reward-to-advantage construction. We introduce Agentic Reinforcement Learning with Self-Distilled Reward Shaping (ADRS), a framework for constructing return-associated token-level credit for multi-turn language agents. ADRS centers and normalizes privileged token scores within each step, modulates them with a return-associated Teacher Value Advantage (TVA) gate based on within-group confidence--return association, and incorporates the gated token signal into native RL credit construction. Together, these components determine what the teacher prefers, when that preference is return-relevant, and how it enters the native reinforcement-learning credit path, while keeping rollouts and inference skill-free. Finally, experiments across three interactive benchmarks show that ADRS consistently improves performance on long-horizon tasks, with gains persisting across RL backbones, reduced-data settings, unseen tasks, and extended training. For anonymous review, our code is available at the following the link: https://github.com/gitrxh/ADRS-arxiv

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

Skill memories can improve agentic reinforcement learning by reusing past experience as textual guidance, but retrieved skills are not oracular: they may help in one state while misleading the same policy in another. This makes the common privileged-teacher assumption fragile, namely that a skill-conditioned prompt can be treated as a fixed teacher for the no-skill prompt. We introduce UCOB, a framework for learning to utilize and evolve agentic skills via credit-aware on-policy bidirectional self-distillation. UCOB treats skill-conditioned and no-skill prompts as two on-policy context views of the same model, compares their return-to-go within the same task and anchor state, and uses the higher-return view as the local teacher. This local credit signal internalizes useful skill-conditioned behavior, corrects misleading skill usage, and guides task/state skill memory updates, utility-aware retrieval, and reflection self-training. Experiments on agentic tasks, including ALFWorld, WebShop, and Search-QA, show that UCOB outperforms skill-free RL, skill-memory baselines, and self-distillation methods across model scales, with up to 23.5 and 18.0 point gains over SOTA baselines on ALFWorld and WebShop. Ablations and analyses further validate its core mechanisms, continual adaptation across environments, and modest training overhead. Code is available at https://github.com/TU2021/UCOB.

Self-distillation is a promising recipe for self-improvement in language models. In this setting, a model can serve as its own teacher when given privileged information, such as a solution to a math problem. This seems especially appealing for thinking models, which can use test-time reasoning to absorb the privileged information. Surprisingly, we show that privileged self-distillation degrades thinking models on long reasoning traces: across five Qwen3 and OLMo thinking models evaluated on AIME24, AIME25, and HMMT25, privileged-context distillation causes a relative drop of up to 17% in avg@16 accuracy. The degradation scales with the amount of privileged context withheld from the student and is most pronounced at long rollout budgets, where thinking models otherwise obtain their largest gains. This failure mode is not specific to self-distillation: on-policy distillation (OPD) improves thinking models, but privileged OPD reverses these gains. Our diagnostics link this failure mode to how privileged teacher context reshapes learning at high-entropy forking positions, where multiple continuations remain plausible and may lead to different reasoning paths. Privileged context lowers fork rates in thinking-model rollouts but not in instruction-model rollouts. This leads to an interesting dichotomy, where privileged context can help instruction-tuned models but hurts stronger thinking models. The effect is visible when the student begins a self-correction branch, where privileged OPD penalizes sampled reconsideration tokens that vanilla OPD supports. Thinking models trained with a privileged teacher produce fewer verification, backtracking, and hedging markers, even after length normalization. These findings indicate that self-distillation for strong thinking models requires attention to token-level signal, especially around correction and reasoning steps.

Reinforcement learning (RL) has been widely used to train LLM agents for multi-turn interactive tasks, but its sample efficiency is severely limited by sparse rewards and long horizons. On-policy self-distillation (OPSD) alleviates this by providing dense token-level supervision from a privileged teacher that has access to ground-truth answers. However, such fixed privileged information cannot capture the diverse valid strategies in agent tasks, and naively combining OPSD with RL often leads to training collapse. To address these limitations, we introduce Skill-SD, a framework that turns the agent's own trajectories into dynamic training-only supervision. Completed trajectories are summarized into compact natural language skills that describe successful behaviors, mistakes, and workflows. These skills serve as dynamic privileged information conditioning only the teacher, while the student always acts under the plain task prompt and learns to internalize the guidance through distillation. To stabilize the training, we derive an importance-weighted reverse-KL loss to provide gradient-correct token-level distillation, and dynamically synchronize the teacher with the improving student. Experimental results on agentic benchmarks demonstrate that Skill-SD substantially outperforms the standard RL baseline, improving both vanilla GRPO (+14.0%/+10.9% on AppWorld/Sokoban) and vanilla OPD (+42.1%/+40.6%). Project page: https://k1xe.github.io/skill-sd/

A widely adopted strategy for model enhancement is to use synthetic data generated by a stronger model for supervised fine-tuning (SFT). However, for emerging reasoning models like Qwen3-8B, this approach often fails to improve reasoning capabilities and can even lead to a substantial drop in performance. In this work, we identify substantial stylistic divergence between teacher generated data and the distribution of student as a major factor impacting SFT. To bridge this gap, we propose a Teacher-Student Cooperation Data Synthesis framework (TESSY), which interleaves teacher and student models to alternately generate style and non-style tokens. Consequently, TESSY produces synthetic sequences that inherit the advanced reasoning capabilities of the teacher while maintaining stylistic consistency with the distribution of the student. In experiments on code generation using GPT-OSS-120B as the teacher, fine-tuning Qwen3-8B on teacher-generated data leads to performance drops of 3.25% on LiveCodeBench-Pro and 10.02% on OJBench, whereas TESSY achieves improvements of 11.25% and 6.68%.

Vision-language models (VLMs) increasingly operate in embodied and spatially grounded settings, where accurate understanding of depth, viewpoint, and three-dimensional relations is essential. However, improving spatial reasoning typically relies on ground-truth answers, answer-derived rewards, or other forms of task-specific supervision. We introduce Spatial-OPSD, a label-free self-improvement framework that instead exploits spatial structure naturally available from perception and reconstruction tools. During training, a privileged teacher receives automatically obtainable spatial priors, such as depth, reconstructed 3D relations, and camera geometry, while the student observes only the original visual-language input. On trajectories sampled by the student itself, the teacher provides dense token-level supervision, allowing the student to internalize spatial knowledge without ground-truth answer labels or privileged information at inference time. To extend this supervision beyond a single round, we adopt a round-wise recursive training scheme: the teacher remains frozen within each round to provide a stable learning target, and the improved student initializes both teacher and student in the next round, where privileged spatial priors re-establish an informative teacher--student asymmetry. This enables repeated self-improvement while avoiding a rapidly moving teacher during optimization. Across four VLM families, a single round of Spatial-OPSD consistently improves the five-benchmark average, while three rounds further push a strong spatially specialized model to the open-source frontier, achieving the highest average among the open models and the best results on three of five spatial reasoning benchmarks. Our code is available at https://github.com/vermouth599/Spatial-OPSD.

Knowledge distillation improves large language model (LLM) reasoning by compressing the knowledge of a teacher LLM to train smaller LLMs. On-policy distillation advances this approach by having the student sample its own trajectories while a teacher LLM provides dense token-level supervision, addressing the distribution mismatch between training and inference in off-policy distillation methods. However, on-policy distillation typically requires a separate, often larger, teacher LLM and does not explicitly leverage ground-truth solutions available in reasoning datasets. Inspired by the intuition that a sufficiently capable LLM can rationalize external privileged reasoning traces and teach its weaker self (i.e., the version without access to privileged information), we introduce On-Policy Self-Distillation (OPSD), a framework where a single model acts as both teacher and student by conditioning on different contexts. The teacher policy conditions on privileged information (e.g., verified reasoning traces) while the student policy sees only the question; training minimizes the per-token divergence between these distributions over the student's own rollouts. We demonstrate the efficacy of our method on multiple mathematical reasoning benchmarks, achieving 4-8x token efficiency compared to reinforcement learning methods such as GRPO and superior performance over off-policy distillation methods.

Unified multimodal models (UMMs) interleave generated ''visual thoughts'' (VTs) with text reasoning to improve spatial tasks. This incurs roughly an order-of-magnitude inference cost from multi-step diffusion. We find this cost yields limited direct benefit. On ThinkMorph, removing or noising VTs barely changes accuracy across nine benchmarks. Once rendered, attention concentrates on the VT regardless of content. Yet a KL diagnostic shows that conditioning on a privileged VT trace shifts the model's completion distribution. This suggests the generation pathway encodes useful reasoning beyond the rendered pixels. Motivated by this gap, we propose Visual On-Policy Self-Distillation(Visual-OPSD). Teacher and student share identical weights but differ in context: the teacher sees privileged VTs while the student sees only the question. Token-level JSD distillation on on-policy student trajectories transfers the teacher's reasoning to a text-only student. Across nine benchmarks, Visual-OPSD improves over its generative teacher by +3.40pp with 14.3times speedup (10.0s vs. 142.8s per sample) and outperforms same-scale VLMs by +63.83pp on VSP. A Gaussian-noise control (+0.40pp vs. +10.28pp for real VTs) and 58.4% closure of the KL gap confirm that gains come from the semantic content of the generation pathway.

Diffusion large language models (dLLMs) generate text by iteratively denoising a masked sequence, offering a parallel alternative to autoregressive models, but eliciting strong reasoning through post-training remains difficult: supervised fine-tuning is off-policy and suffers from exposure bias, while reinforcement learning gives only sparse, sequence-level rewards and is hard to apply without tractable sequence likelihoods. On-policy self-distillation (OPSD) offers a promising alternative, using one model as both student and teacher to provide dense, token-level, on-policy supervision, but its effectiveness hinges on giving the teacher privileged information (PI) - typically an instance-specific ground-truth reference unavailable at inference - so the student ends up distilling a weak PI-free consensus policy that yields little improvement on dLLM reasoning. We introduce dOPSD, which instead derives the teacher's privilege directly from the student's own denoising trajectory, evaluating masked positions using later, more-decoded steps of that same trajectory rather than an external label, so the teacher's advantage emerges from the model's own decoding process; on Dream and LLaDA, dOPSD improves both in-domain math reasoning and out-of-domain code generation, outperforming supervised and on-policy baselines.

Distilling reasoning capabilities from Large Reasoning Models (LRMs) into smaller models is typically constrained by the limitation of rejection sampling. Standard methods treat the teacher as a static filter, discarding complex "corner-case" problems where the teacher fails to explore valid solutions independently, thereby creating an artificial "Teacher Ceiling" for the student. In this work, we propose Hindsight Entropy-Assisted Learning (HEAL), an RL-free framework designed to bridge this reasoning gap. Drawing on the educational theory of the Zone of Proximal Development(ZPD), HEAL synergizes three core modules: (1) Guided Entropy-Assisted Repair (GEAR), an active intervention mechanism that detects critical reasoning breakpoints via entropy dynamics and injects targeted hindsight hints to repair broken trajectories; (2) Perplexity-Uncertainty Ratio Estimator (PURE), a rigorous filtering protocol that decouples genuine cognitive breakthroughs from spurious shortcuts; and (3) Progressive Answer-guided Curriculum Evolution (PACE), a three-stage distillation strategy that organizes training from foundational alignment to frontier breakthrough. Extensive experiments on multiple benchmarks demonstrate that HEAL significantly outperforms traditional SFT distillation and other baselines.

On-policy self-distillation (OPSD) provides dense teacher targets, but evaluates them only along student-sampled rollouts. When the privileged teacher favors an alternative action at a visited prefix, OPSD can provide a target for the branch decision but cannot supervise the successor contexts induced by that action unless the student samples it. This creates a training-time data-collection bottleneck and suggests a different role for teacher-student disagreement: proposing a trajectory branch rather than identifying a sufficient local repair. Our diagnostic framework using controlled token interventions reveals that a teacher-preferred token at peak disagreement can improve student continuation success, while its local corrective value is limited. Motivated by this finding, we introduce a simple branch-regenerate-distill algorithm, Trajectory-Intervention Self-Distillation (TISD). TISD forces a teacher-selected branch action, returns suffix generation to the student, and distills the full trajectory under the privileged-context-conditioned teacher. Across the coding models, TISD improves average Avg@4 over SDPO by 1.2 percentage points. Across the science domains, it improves average Avg@128 by 0.8 points under an equal-step budget and by 0.3 points under an equal-time budget. These results support teacher-guided branching as a way to expose useful successor contexts for self-distillation.

Aerial grasp-and-lift tasks require whole-body coordination across approach, acquisition, and lifting under partial target observations. Early approach failures can limit exposure to later task stages during training, while changing visibility complicates alignment and closure timing during execution. We present a recurrent teacher-student framework that learns a single policy in simulation to jointly command flight, arm motion, and gripper closure without an explicit task-phase input. A privileged teacher learns through reinforcement learning with a critical-state curriculum that exposes acquisition and lifting states before connecting them to normal approach trajectories. Its behavior is distilled into a recurrent visual student that replaces privileged target states with dual-view point clouds and proprioception, integrating observation history for closed-loop control. A dedicated closure objective supervises closure timing from sustained model-defined readiness sequences. Training and primary evaluation use a simulated acquisition-and-payload model with condition-triggered latching, virtual attachment, and wrench-based payload loading for short-distance lifting. Across 8,996 completed simulation episodes under this model, the frozen student achieves full-task success rates of 99.97%, 97.14%, and 95.84% under nominal, physics/control-randomized, and additional camera-randomized conditions, respectively. The nominal latch-count-weighted mean of per-seed 90th-percentile alignment errors at acquisition is 8.12 mm.

On-policy self-distillation (OPSD) trains a student on its own rollouts using a privileged teacher, but its standard objective weights all generated tokens equally, implicitly treating the privileged teacher target as equally reliable at every student-visited prefix. Existing entropy-based OPD methods relax this uniformity by modulating token-level supervision with teacher entropy, but high teacher entropy in reasoning has an ambiguous reliability meaning: it can reflect either non-viable uncertainty or benign solution diversity. To identify this phenomenon, we introduce a branch-viability diagnostic. Specifically, we record next-token alternatives from the privileged-answer teacher prompt, force each alternative after the student prompt plus its on-policy spine prefix, and test whether the resulting student-template continuation recovers the correct answer. On Qwen3-4B, we find that an oriented within-sequence position score is the strongest tested predictor of teacher-token reliability, reaching an area-under-ROC-curve (AUROC) of 0.83; local uncertainty scores are at most 0.57. Motivated by this trajectory-level structure, we propose Position-Weighted On-Policy Self-Distillation (PW-OPSD), which applies an increasing position weight while keeping the same student rollout, privileged teacher pass, and clipped forward-KL target as OPSD. In our comprehensive evaluations with different random seeds, the diagnostic-derived PW-OPSD improves AIME 2024 and AIME 2025 Avg@12 by +1.0 and +1.1 points, and a generalization evaluation on two larger-scale models from different families, DeepSeek-R1-Distill-Llama-8B and Olmo-3-7B-Think, also demonstrates consistent aggregate Avg@12 improvements. These results show that teacher-token reliability in reasoning distillation is trajectory-structured and can be utilized without additional teacher computation.

Small LLMs often struggle to match the agentic capabilities of large, costly models. While reinforcement learning can help, progress has been limited by two structural bottlenecks: existing open-source agentic training data are narrow in task variety and easily solved; real-world APIs lack diversity and are unstable for large-scale reinforcement learning rollout processes. We address these challenges with SYNTHAGENT, a framework that jointly synthesizes diverse tool-use training data and simulates complete environments. Specifically, a strong teacher model creates novel tasks and tool ecosystems, then rewrites them into intentionally underspecified instructions. This compels agents to actively query users for missing details. When handling synthetic tasks, an LLM-based user simulator provides user-private information, while a mock tool system delivers stable tool responses. For rewards, task-level rubrics are constructed based on required subgoals, user-agent interactions, and forbidden behaviors. Across 14 challenging datasets in math, search, and tool use, models trained on our synthetic data achieve substantial gains, with small models outperforming larger baselines.

Enabling agents to learn from experience and internalize it into their policy has become a central problem in self-evolving AI. On-policy self-distillation (OPSD) offers an effective pathway by using a privileged self-teacher to provide dense supervision on the student's own trajectories; however, existing methods still rely heavily on designer-specified privileged artifacts (e.g., answers, feedback, skills, or trajectories), limiting the end-to-end learnability and scalability required for continual self-improvement. In this work, we introduce Latent On-Policy Self-Distillation (LOPD), which, rather than proposing another hand-crafted OPSD variant with a newly prescribed form of privileged context, makes the teacher's privileged context itself learnable end-to-end from experience. Technically, LOPD retrieves relevant experiences and composes them into continuous latent tokens that condition a self-teacher, while the student generates trajectories from the task and interaction history and receives dense token-level supervision at every visited prefix. We further introduce a privileged-margin objective to stabilize and regulate the learning of latent context. Empirically, LOPD demonstrates (I) strong performance, outperforming RLVR and representative OPSD methods including OPSD, SDPO, and Skill-SD across both agentic tool use and code generation; and (II) high learning efficiency, surpassing GRPO and Skill-SD with less than 30% of their rollout budget. Ablation studies further provide direct evidence that making privileged context learnable is necessary for realizing these gains. Together, these results position LOPD as a step toward a more scalable and self-directed paradigm for agent evolution.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Multi-turn reinforcement learning (RL) for multi-modal agents built upon vision-language models (VLMs) is hampered by sparse rewards and long-horizon credit assignment. Recent methods densify the reward by querying a teacher that provides step-level feedback, e.g., Guided Thought Reinforcement (GTR) and On-Policy Distillation, but rely on costly, often privileged models as the teacher, limiting practicality and reproducibility. We introduce GTR-Turbo, a highly efficient upgrade to GTR, which matches the performance without training or querying an expensive teacher model. Specifically, GTR-Turbo merges the weights of checkpoints produced during the ongoing RL training, and then uses this merged model as a "free" teacher to guide the subsequent RL via supervised fine-tuning or soft logit distillation. This design removes dependence on privileged VLMs (e.g., GPT or Gemini), mitigates the "entropy collapse" observed in prior work, and keeps training stable. Across diverse visual agentic tasks, GTR-Turbo improves the accuracy of the baseline model by 10-30% while reducing wall-clock training time by 50% and compute cost by 60% relative to GTR.

On-Policy Self-Distillation (OPSD) is commonly interpreted as the transfer of privileged information: a teacher observes the verified solution to the target problem and supervises the student's trajectory. However, this interpretation conflates two effects. The reference solution not only reveals the answer to the current instance but also changes the context under which the teacher provides token-level supervision. We investigate the role of target-specific privilege with OP^{2}SD (On-Policy Self-Distillation from Other Problems), which replaces the paired reference with a problem and solution from a different example, while preserving the student rollout, teacher, and distillation objective. Across three models and three mathematics benchmarks, OP^{2}SD improves over the base model, remains competitive with OPSD. The success of OP^{2}SD implies that OPSD gains do not necessarily come from access to the reference solution, and that the teacher's context-induced behavior is an important factor.

On-policy distillation (OPD) trains a student model by having it generate trajectories, then matching its next-token predictions with an external teacher's next-token predictions. This provides dense, token-level supervision to the student. On-policy self-distillation (OPSD) eliminates the need for the external teacher. Specifically, a second frozen copy of the student model, now given the ground truth in its context, serves as the teacher. The student model only receives the problem and learns to mimic the privileged teacher model, while the teacher remains frozen throughout training. Previous work showed that freezing the teacher is useful for training stability, but we argue that this can prevent the teacher from incorporating the improvements learned by the student during training. Our primary contribution is to address this limitation with a recursive framework built around two complementary components. First, we let the privileged teacher co-evolve with the student so that revision learned in one round can guide the next, a process we refer to as Dynamic Co-Evolution (DCE). Second, because stronger revision can also make responses too verbose and self-critical, we additionally train on shorter, verified rewrites of the model's own on-policy responses. We call this complementary objective Self-Refined Concise Learning (SRCL). Overall, our comprehensive evaluations show that DCE+SRCL outperforms OPSD across multiple model scales and four competition-level mathematics benchmarks. Specifically, on Qwen3-8B, DCE+SRCL reaches 65.97% Average@12, outperforming OPSD by 35.62 percentage points while reducing mean output length by 7.80% relative to DCE alone.

On-policy distillation (OPD) can succeed with surprisingly few training questions, motivating a view of questions as carriers of distributional knowledge transfer. How can we assess whether a newly generated question is valuable for distillation, and learn to generate better questions---without access to its correct answer? We introduce Ask-to-Distill (\method), a framework that treats synthetic questions as distribution elicitors and optimizes the teacher supervision they expose along student-generated trajectories. A student-initialized synthesizer is optimized using a distributional surrogate for question value, computed from a frozen student--teacher pair without reference answers, correctness rewards, or per-candidate student updates. The reward combines teacher--student disagreement with teacher probability mass on the student's candidate support, together with length and diversity controls. The generated questions are filtered and deduplicated into a prompt-only bank for standard OPD. Across mathematical reasoning, code generation, and agentic tasks, our method improves average performance and teacher-gap recovery over unoptimized student-generated prompts and KL-filtered real questions, while matching or exceeding real-bank OPD in the evaluated settings. Signal analyses further show that optimized questions can elicit denser supervision and more total signal from shorter student responses, supporting elicited distributional supervision as an objective for synthetic distillation data. Our code, data and models are publicly available at https://github.com/GasolSun36/Ask_to_Distill.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

Transferring knowledge from a cross-encoder teacher via Knowledge Distillation (KD) has become a standard paradigm for training retrieval models. While existing studies have largely focused on mining hard negatives to improve discrimination, the systematic composition of training data and the resulting teacher score distribution have received relatively less attention. In this work, we highlight that focusing solely on hard negatives prevents the student from learning the comprehensive preference structure of the teacher, potentially hampering generalization. To effectively emulate the teacher score distribution, we propose a Stratified Sampling strategy that uniformly covers the entire score spectrum. Experiments on in-domain and out-of-domain benchmarks confirm that Stratified Sampling, which preserves the variance and entropy of teacher scores, serves as a robust baseline, significantly outperforming top-K and random sampling in diverse settings. These findings suggest that the essence of distillation lies in preserving the diverse range of relative scores perceived by the teacher.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

We characterize the statistical efficiency of knowledge transfer through n samples from a teacher to a probabilistic student classifier with input space mathcal S over labels mathcal A. We show that privileged information at three progressive levels accelerates the transfer. At the first level, only samples with hard labels are known, via which the maximum likelihood estimator attains the minimax rate {|{mathcal S||{mathcal A}|}/{n}}. The second level has the teacher probabilities of sampled labels available in addition, which turns out to boost the convergence rate lower bound to {{|{mathcal S}||{mathcal A}|}/{n}}. However, under this second data acquisition protocol, minimizing a naive adaptation of the cross-entropy loss results in an asymptotically biased student. We overcome this limitation and achieve the fundamental limit by using a novel empirical variant of the squared error logit loss. The third level further equips the student with the soft labels (complete logits) on {mathcal A} given every sampled input, thereby provably enables the student to enjoy a rate {|{mathcal S}|}/{n} free of |{mathcal A}|. We find any Kullback-Leibler divergence minimizer to be optimal in the last case. Numerical simulations distinguish the four learners and corroborate our theory.

Reinforcement learning for multimodal large language models (MLLMs) is often hindered by severe reward sparsity in complex reasoning tasks. This challenge is particularly pronounced in human-centered scenarios involving states, emotions, intentions, and behaviors, where heterogeneous multimodal signals and subjective human factors make high-quality chain-of-thought (CoT) annotations expensive and difficult to obtain. Although many multimodal datasets provide expert-annotated ground-truth labels, directly using these labels for supervised fine-tuning may encourage shortcut learning in multimodal perception and provides limited transparency for safety-critical human--AI interaction. To address these limitations, we propose OmniOPSD, a Rationale-Privileged On-Policy Self-Distillation framework that uses frontier-generated rationales as teacher-side privileged evidence rather than student imitation targets. OmniOPSD uses frontier-generated evidence-aware rationales only as training-time privileged evidence context for a local teacher. The student samples its own rollout from the original multimodal input, while the rationale-privileged teacher scores the same tokens and provides dense token-level supervision. Thus, the student learns on its own trajectory distribution without directly imitating frontier-model completions, and inference requires no labels, rationales, CoT annotations, or closed-source model access. Experiments on MER-UniBench show that OmniOPSD achieves state-of-the-art performance with an average score of 84.19, and ablations further support the value of rationale-privileged teacher guidance.

Synthetic data is increasingly used to train large language models (LLMs), yet its security implications remain poorly understood. Prior work on subliminal learning suggests that models can inherit behavioral traits from seemingly unrelated training data. In this work, we investigate whether such mechanisms can be exploited to inject targeted social biases into aligned models through semantically benign synthetic data. We construct a pipeline in which a misaligned teacher model generates filtered synthetic datasets across domains such as creative writing and code generation, which are then used to fine-tune aligned student models. Our experiments show that benign-looking synthetic data can act as a covert channel for transmitting targeted biases while largely preserving the student model's general task capabilities. These results reveal a previously underexplored security risk in synthetic data-driven LLM training pipelines and highlight the need for improved safeguards. As one possible step toward this goal, we suggest that log-linearity-based scoring may provide a useful signal for screening seemingly benign synthetic data.

Knowledge distillation (KD) transfers knowledge from stronger Teacher models to weaker Student models, but most methods require training the Student parameters, thereby binding the distilled knowledge to a specific architecture and checkpoint. This implicit representation is difficult to interpret or reuse across models and limits KD for API-only or costly-to-train models. This paper studies knowledge transfer for large language models (LLMs). We introduce Universal Textual Teaching (UTT), a parameter-update-free framework that distills observed Teacher-Student knowledge gaps into a textual, interpretable, and reusable natural-language artifact called Primer. Specifically, UTT first identifies representative gap cases through paired evaluations, and iteratively updates the Primer via multi-role interactions: the Student attempts each task, the Prompter turns evaluation feedback into a teaching instruction, the Teacher provides a targeted demonstration, and the Synthesizer consolidates validated lessons. Empirically, on the challenging math (Omni-MATH-2) and code generation (KernelBench) tasks, extensive results confirm the effectiveness of the method: UTT remarkably raises the Student's accuracy from 9.4% to 48.6% and Fast1 accuracy from 9% to 35% on KernelBench, while increasing mathematical reasoning accuracy from 27.6% to 51.7%. UTT also performs better than representative prompt engineering and parameter-based KD methods. Of note, UTT is shown to be generalizable across different Teachers and Students: a Primer synthesized for one Teacher-Student pair can generalize to other Students that do not participate in the synthesis.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

On-policy Self-distillation (OPSD) has proven effective for post-training large language models by constructing a teacher conditioned on privileged references. However, existing approaches keep the teacher fixed either throughout training by consistently exposing it to the full reference, or within each response by adaptively varying partial reference exposure only across responses. In this paper, we argue that neither of them is sufficient. Instead, every token needs its own teacher, as the teacher preference can vary token by token within the same response. Through a teacher-intervention pilot study, we validate that the teacher preference differs across tokens, and reveal that a preferred teacher can be identified for each token through majority voting and KL-based selection. Motivated by these findings, we propose Multi-teacher Adaptive On-policy Self-Distillation (MTA-OPSD), the first token-level adaptive OPSD method. Our method constructs a multi-teacher pool consisting of candidate teachers, and enables every token to adaptively select its preferred teacher during training. Experiments with Qwen3 models on mathematical reasoning tasks show that MTA-OPSD consistently outperforms existing OPSD approaches with an average gain of up to +5.9 over the base model, highlighting the importance of adapting teacher supervision at the token level. The code is available at https://github.com/xingzhejun/MTA-OPSD.

Training-time privileged information (PI) can enable language models to succeed on tasks they would otherwise fail, making it a powerful tool for reinforcement learning in hard, long-horizon settings. However, transferring capabilities learned with PI to policies that must act without it at inference time remains a fundamental challenge. We study this problem in the context of distilling frontier models for multi-turn agentic environments, where closed-source systems typically hide their internal reasoning and expose only action trajectories. This breaks standard distillation pipelines, since successful behavior is observable but the reasoning process is not. For this, we introduce π-Distill, a joint teacher-student objective that trains a PI-conditioned teacher and an unconditioned student simultaneously using the same model. Additionally, we also introduce On-Policy Self-Distillation (OPSD), an alternative approach that trains using Reinforcement Learning (RL) with a reverse KL-penalty between the student and the PI-conditioned teacher. We show that both of these algorithms effectively distill frontier agents using action-only PI. Specifically we find that π-Distill and in some cases OPSD, outperform industry standard practices (Supervised finetuning followed by RL) that assume access to full Chain-of-Thought supervision across multiple agentic benchmarks, models, and forms of PI. We complement our results with extensive analysis that characterizes the factors enabling effective learning with PI, focusing primarily on π-Distill and characterizing when OPSD is competitive.

Many useful language-model tasks cannot be evaluated by exact outcome verification. Rubric-based reinforcement learning (RL) addresses this issue by scoring open-ended responses against explicit criteria. However, because the reward is assigned after the complete response, the training signal does not directly identify which individual decisions contributed to the final score. We propose a two-stage training framework that uses rubrics first as privileged teacher context for dense token-level supervision, then as rewards for further RL. In the first stage, rubric-privileged on-policy distillation (RP-OPD), a student without access to the rubric matches a rubric-aware teacher's next-token distributions at student-generated prefixes. In the second stage, RL directly optimizes the rubric reward and improves beyond the observed distillation plateau. We evaluate the framework on health and science tasks using open-weight models. Across HealthBench, ResearchQA, and RubricHub Science, we compare post-training methods and vary the amount of SFT or RP-OPD training before RL, finding that our two-stage framework achieves the highest scores among the methods evaluated. RP-OPD + RL shows limited signs of reward hacking on RubricHub Science, whereas the SFT + RL baseline increasingly receives high rewards for claims of rubric compliance without providing the required content. These findings support using rubrics to guide on-policy distillation before applying rubric-based RL.

The promise of generative AI to revolutionize education is constrained by the pedagogical limits of large language models (LLMs). A major issue is the lack of access to high-quality training data that reflect the learning of actual students. Prompt engineering has emerged as a stopgap, but the ability of prompts to encode complex pedagogical strategies in rule-based natural language is inherently limited. To address this gap we introduce TeachLM - an LLM optimized for teaching through parameter-efficient fine-tuning of state-of-the-art models. TeachLM is trained on a dataset comprised of 100,000 hours of one-on-one, longitudinal student-tutor interactions maintained by Polygence, which underwent a rigorous anonymization process to protect privacy. We use parameter-efficient fine-tuning to develop an authentic student model that enables the generation of high-fidelity synthetic student-tutor dialogues. Building on this capability, we propose a novel multi-turn evaluation protocol that leverages synthetic dialogue generation to provide fast, scalable, and reproducible assessments of the dialogical capabilities of LLMs. Our evaluations demonstrate that fine-tuning on authentic learning data significantly improves conversational and pedagogical performance - doubling student talk time, improving questioning style, increasing dialogue turns by 50%, and greater personalization of instruction.

On-policy self-distillation provides dense supervision for reasoning models via a privileged self-teacher. However, this supervision reflects local token preferences rather than the expected return of an unguided student continuation. Recent methods combine this signal with GRPO. They use GRPO for update directions and the teacher for signal scaling. However, we demonstrate a more effective integration within PPO. Specifically, we identify complementary positional dynamics: privileged information enhances a critic's value-prediction accuracy toward the response's end, whereas self-teacher guidance is strong initially, drops mid-generation, and rebounds finally. These insights motivate Value-Augmented Self-Distillation Policy Optimization (VASPO), wherein a self-teacher and critic evaluate identical privileged information at student-generated prefixes. The critic computes token-level PPO advantages from predicted continuation returns, while the self-teacher modulates selected positive advantages via bounded probability ratios. Across six mathematical reasoning benchmarks, VASPO improves mean accuracy over PPO by 2.59 and 1.81 percentage points on Qwen3-4B and OLMo3-7B variants, respectively, and achieves the highest mean accuracy among evaluated methods on Knights and Knaves. Our code is available at https://github.com/cii030/VASPO.

Multi-teacher on-policy distillation (OPD) is becoming the standard way to integrate specialist capabilities into one model: train experts with RL, then distill them into the student on its own rollouts. Existing recipes assign supervision at the sequence level - each prompt goes to one domain teacher and every token receives the same weight - which implicitly assumes that a teacher is uniformly useful across a response. We find instead that useful teacher signal is sparse and heterogeneous along a reasoning trajectory, which raises a finer question: who should teach which token? Verifier-Gated Multi-Expert On-Policy Distillation (VG-OPD) answers it by verification: the counterfactual gain of an expert on a specific answer criterion licenses that expert to teach, its disagreement with the student localizes the supervision, and criterion importance sets its weight; the gated KL enters GRPO as an additive token-level advantage. Instantiated for scientific reasoning with RL-trained capability experts, VG-OPD attains the best overall performance on seven benchmarks for 4B and 8B students, ranking first on five at both scales, with the largest gains on knowledge-intensive scientific reasoning tasks. Further analysis shows that the gains come from localizing verified supervision rather than from adding teachers or distillation loss: misplacing the same supervision budget is the single most damaging change, and indiscriminate distillation drags RL below its own floor where gated distillation lifts it.

On-policy distillation (OPD) trains a student to match a teacher's next-token distributions on student-generated trajectories. However, privileged information supplied to the teacher for OPD training may contain sensitive data. Whether the student leaks private information about the records supplied to the teacher during distillation remains poorly understood. To the best of our knowledge, we present the first systematic study of membership inference in this setting. We find that fresh student trajectories expose sparse membership signals that fixed reference-answer losses often miss. These signals are mixed with probability changes caused by training on other records. We introduce Leaky, which samples fresh trajectories from the target model and compares its token log-probabilities with the maximum across matched reference models trained without the candidate records. It applies Leaky ReLU to the resulting gaps, preserving positive gaps and downweighting negative gaps as an approximate correction for incidental positive gaps in non-members. Across fifteen targets spanning mathematics, medical question answering, and code generation, Leaky outperforms all evaluated baselines and achieves mean AUROC 0.875, compared with 0.614 for the strongest baseline on each target in the main evaluation. On the same sampled trajectories, the strongest baseline achieves mean AUROC 0.826. These results show that students trained through OPD can expose the membership of records used for teacher supervision, even when fixed reference-answer losses provide little evidence of membership.

Multi-agent systems (MAS) based on large language models (LLMs) have become a powerful way to address complex problems, and their effectiveness depends critically on the collaboration topology that decides which agents participate and how they communicate. Recent work learns to generate this topology from the task query, fitting the generator to corpora of execution-verified graphs. The post-training method for such generators remains a limitation: a corpus lists the graphs that solved a query but never ranks them, leaving continued supervised fine-tuning (SFT) with no per-query preference to exploit. Without such a preference, the generator drifts toward the topologies the corpus contains most often rather than those that suit each query, so a gain on one task can come at a cost on another. We propose PRISM, which recovers per-query signal from the same corpus by learning with privileged information: a teacher reads, through a zero-initialized low-rank branch, a sibling graph that also solved the query and is unavailable at deployment, and the student matches its per-decision targets on trajectories the student samples itself. Across six diverse benchmarks PRISM improves over every topology-design baseline evaluated, and matched-teacher controls support the contribution of privileged query information. Code is available in this link.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Distillation enables compact Vision-Language Models (VLMs) to obtain strong reasoning capabilities, yet the prompts driving this process are typically chosen via simple heuristics or aggregated from off-the-shelf datasets. We reveal a critical inefficiency in this approach: up to 69% of the prompts in standard chart / document reasoning datasets are effectively zero-delta, meaning the teacher and student already induce the exact same answer distribution. Training on these prompts provides minimal learning signal, causing student improvement to rapidly saturate regardless of data scale. To escape the zero-delta trap, we return to first principles: distillation fundamentally minimizes distributional divergence, and thus a prompt is valuable only if it exposes a functional capability gap between the teacher and student. We quantify this gap through answer divergence (Δ), demonstrating that non-zero divergence is critical for effective scaling. Building on this insight, we propose a staged synthesis pipeline that repurposes existing datasets as seeds, actively targeting student failure modes to produce better prompts. The result is DeltaPrompts, a diverse dataset of 200k synthetic, high-divergence reasoning problems. We evaluate DeltaPrompts across three distinct settings: on-policy distillation with the target teacher-student pair, transfer to a novel model family without regenerating the data, and off-policy fine-tuning of a non-reasoning model. Across all scenarios, DeltaPrompts drives substantial gains, yielding up to 15% relative improvement even on top of a highly-optimized reasoning model (e.g., Qwen3-VL-8B-Thinking) -- averaged over 10 benchmarks spanning chart, document and perception-centric reasoning.

Looped Language Models (LoopLMs) offer a parameter efficient approach to scaling reasoning by reusing shared parameters across recurrent computation steps. Despite their promise, effective post-training of LoopLMs remains challenging. Existing approaches either provide reward based supervision that is sparse or costly to extend across loops, or rely on external teachers or privileged information, leading to limited teacher availability or teacher-student context mismatch. To address these limitations, we introduce LoopOPD, a cross-loop on-policy distillation framework that uses additional recurrent computation within a LoopLM as its own source of supervision. LoopOPD uses a frozen terminal loop policy as a compute privileged teacher for an intermediate loop student on student generated rollouts, providing dense supervision without an external teacher or privileged information. We further propose Dynamic LoopOPD (D-LoopOPD), which continually refreshes the terminal loop teacher as the shared model parameters are updated, enabling recurrent self-improvement. We characterize how distillation updates propagate across loop depths and derive sufficient conditions under which a single update yields simultaneous local improvement at both loop depths. Experiments on Ouro-Thinking models show that LoopOPD improves mathematical reasoning, while D-LoopOPD yields further gains through dynamic teacher updates. Despite being trained only on mathematical data, the resulting models also improve on general reasoning and code generation benchmarks, demonstrating that recurrent computation can serve as an effective source of supervision for LoopLMs. Our code and model checkpoints will be released upon acceptance.

Multi-teacher on-policy distillation (MOPD) extends on-policy distillation (OPD) to consolidate capabilities from multiple teachers. Although prior work reports near-perfect in-distribution (IND) distillation performance, we find that this can mask incomplete capability consolidation beyond the supervised distribution. A preliminary study on synthetic reasoning shows that OPD does not fully transfer teachers' generalization capabilities. We then extend this investigation to real-world tasks, evaluating extrapolative and compositional generalization across mathematical reasoning, coding, agent, and long-context capabilities using Qwen3 models. Across extrapolative settings, OPD and MOPD reach 96.04-102.73% of their teachers' IND scores. Yet their out-of-distribution (OOD) scores remain 2.45-16.25% below the base model's. Across three compositional settings, MOPD improves IND performance over the base model, but its performance on composed tasks as OOD remains 18.19-24.34% below that of the best teachers. To understand these gaps, we examine teacher capability and data coverage as two potential bottlenecks. Jointly alleviating these bottlenecks eliminates OOD forgetting in our experiments and suggests the potential for generalization beyond the teacher. (M)OPD also reduces OOD forgetting on average relative to its reinforcement learning (RL) baselines. Analysis of the associated update geometry reveals smaller and more spectrally concentrated updates on average than those of the RL baselines, along with greater shared update structure under MOPD. Motivated by these findings, we propose geometry-based patching and base-preserving replay to improve OOD performance while largely preserving IND performance. Our findings identify a blind spot in capability consolidation via (M)OPD, highlighting the need for algorithms that explicitly support OOD retention and generalization.

Long-horizon contact-rich tasks are challenging to learn with reinforcement learning, due to ineffective exploration of high-dimensional state spaces with sparse rewards. The learning process often gets stuck in local optimum and demands task-specific reward fine-tuning for complex scenarios. In this work, we propose a structured framework that leverages privileged actions with curriculum learning, enabling the policy to efficiently acquire long-horizon skills without relying on extensive reward engineering or reference trajectories. Specifically, we use privileged actions in simulation with a general training procedure that would be infeasible to implement in real-world scenarios. These privileges include relaxed constraints and virtual forces that enhance interaction and exploration with objects. Our results successfully achieve complex multi-stage long-horizon tasks that naturally combine non-prehensile manipulation with grasping to lift objects from non-graspable poses. We demonstrate generality by maintaining a parsimonious reward structure and showing convergence to diverse and robust behaviors across various environments. Additionally, real-world experiments further confirm that the skills acquired using our approach are transferable to real-world environments, exhibiting robust and intricate performance. Our approach outperforms state-of-the-art methods in these tasks, converging to solutions where others fail.

On-policy distillation (OPD) improves the reasoning capabilities of small language models through token-level teacher supervision on student-generated trajectories. Yet can teachers that excel at solving problems independently also guide student reasoning effectively? Prior work shows that when student prefixes follow reasoning paths that differ from the teacher's own or contain errors, teachers can be less accurate when continuing from these prefixes than when solving problems independently. To this end, we propose Prep-OPD, which uses reinforcement learning (RL) before distillation to train the teacher to adapt to the student's existing reasoning state and correct course when errors arise. Training optimizes teacher continuations from fixed student prefixes using final-answer correctness as the reward. The prepared teacher then trains the student through trajectory guidance and token-level supervision. We evaluate Prep-OPD on eight mathematical reasoning benchmarks, using Qwen3-4B-Instruct-2507 as the teacher and Qwen3-0.6B and Qwen3-1.7B as students. With the 4B teacher and 1.7B student, Prep-OPD improves average accuracy over standard OPD and the strongest baseline, Relay-OPD, by 8.28 and 2.30 percentage points, respectively. Controlled experiments further show that teacher RL conditioned on student-generated prefixes yields higher student accuracy than problem-start teacher RL with and without handoff on Qwen3-1.7B. Reusing the same prepared teacher also improves Qwen3-0.6B.

Differentially private (DP) image synthesis aims to generate synthetic images from a sensitive dataset, alleviating the privacy leakage concerns of organizations sharing and utilizing synthetic images. Although previous methods have significantly progressed, especially in training diffusion models on sensitive images with DP Stochastic Gradient Descent (DP-SGD), they still suffer from unsatisfactory performance. In this work, inspired by curriculum learning, we propose a two-stage DP image synthesis framework, where diffusion models learn to generate DP synthetic images from easy to hard. Unlike existing methods that directly use DP-SGD to train diffusion models, we propose an easy stage in the beginning, where diffusion models learn simple features of the sensitive images. To facilitate this easy stage, we propose to use `central images', simply aggregations of random samples of the sensitive dataset. Intuitively, although those central images do not show details, they demonstrate useful characteristics of all images and only incur minimal privacy costs, thus helping early-phase model training. We conduct experiments to present that on the average of four investigated image datasets, the fidelity and utility metrics of our synthetic images are 33.1% and 2.1% better than the state-of-the-art method.

On-policy distillation (OPD) and on-policy self-distillation (OPSD) have emerged as promising post-training methods for large language models, offering dense token-level supervision on trajectories sampled from the model's own policy. However, existing results on their effectiveness remain mixed: while OP(S)D has shown promise in system prompt and knowledge internalization, recent studies also report instability and degradation. In this work, we present a comprehensive empirical study of when OPD and OPSD work, when they fail, and why. We find that OPD on mathematical reasoning is highly sensitive to teacher choice and loss formulation, whereas OPSD fails in our tested settings due to test-time absence of instance-specific privileged information (PI). In contrast, OPSD is effective when PI represents a shared latent rule, such as a system prompt or alignment preference. We identify three failure mechanisms: (1) distribution mismatch between teacher and student caused by conditioning on student-generated prefixes, (2) optimization instability from biased TopK reverse-KL gradients, and (3) an OPSD-specific limitation where the student learns a PI-free policy that aggregates PI-conditioned teachers, which is insufficient when PI is instance-specific. We further show that stop-gradient TopK objectives, RLVR-adapted teachers, and SFT-stabilized students mitigate these failures.

Domain experts trained from a shared checkpoint can transfer their specialized capabilities to a single student through on-policy distillation (OPD). Existing research primarily focuses on improving this merging process, while the algorithms used to train the experts have received limited systematic comparison. We investigate which training algorithm produces teachers better suited to OPD through controlled single-teacher comparisons of supervised fine-tuning (SFT) and reinforcement learning (RL) across Agentic, Reasoning, and Perception. Teachers and students share the same Qwen3.5-9B initialization, and the two teacher types are compared at similar task performance. Our experiments show that RL teachers yield stronger students and higher recovery of teacher performance gains across all three domains. At their best checkpoints, RL-guided students outperform SFT-guided students by 4.27, 1.50, and 0.86 percentage points, respectively. In Agentic, the best SFT-guided student recovers only 44.44% of its teacher's performance gain over the base model, whereas the best RL-guided student recovers 115.00%, surpassing its teacher. Our further analysis shows that RL teachers undergo smaller parameter displacements from the shared initialization than SFT teachers. These findings support the hypothesis that RL teachers' smaller departures from the student's starting point facilitate learning through OPD, resulting in stronger students.

Recent focus in agentic reinforcement learning (RL) seeks to improve credit assignment in long-horizon tasks. One promising direction combines reinforcement learning with verifiable rewards (RLVR) and on-policy self-distillation (OPSD), integrating trajectory-level advantages with dense token-level supervision. This line of work often conditions a teacher model on privileged context, such as agentic skills, to score tokens generated by the student policy. Despite their progress, they largely overlook the on-policy evolution of agentic skills and the reliability of teacher supervision. Towards this end, we introduce Recursive Self-Improving Policy Optimization (RSIPO), a self-evolving agentic RL framework that enables agentic skills and the policy model to co-evolve throughout the training process. Specifically, RSIPO enables the policy itself to extract skills from completed trajectories and explicitly optimizes its skill-generation capability through trajectory replay. It further employs empirical Bayes shrinkage to dynamically calibrate the student's trust in teacher scores, accounting for the fact that skill-enhanced teacher guidance can sometimes be less reliable. Experiments with Qwen-family models on embodied interaction and search-based agentic tasks demonstrate that RSIPO outperforms all the compared baseline approaches. With Qwen2.5-7B as the base model, RSIPO achieves an average success rate of 98.6\% on ALFWorld, yielding absolute improvements of 2.5\% and 17.4\% over the second-best baseline and standard GRPO, respectively.

Current pre-training datasets are derived from web crawls, with all their issues, and were not designed to support mid- and post-training pipelines--for instance, they contain little explicit reasoning. Thus, many frontier labs have begun to develop their own internal datasets, starting from state-of-the-art models, to augment their pre-training data mix, eg, with reasoning traces to address cold-start problems. While demonstratively effective, none of these datasets are public, and the effect of this so-called synthetic data on knowledge and skill acquisition of language models, including small ones, remains poorly understood. We present SYNTH, the first open-source synthetic corpus derived from 58,698 Wikipedia articles that collapses pre-, mid-, and post-training into a single training stage via structured amplification of curated encyclopedic seeds. We evaluate SYNTH by training a suite of models: a 56M tiny model (Monad), 0.3B-0.6B dense models (Baguettotron), and a 13B / 1B-active MoE. At iso-compute, SYNTH outperforms filtered web data, and our models remain competitive with similarly-sized open-weight baselines. Because SYNTH is back-translated from grounded passages, SYNTH-trained models achieve high factual precision despite 10-140x fewer training tokens, with memorization targeted by the seed corpus. These results show that synthetic datasets, including our SYNTH dataset, are capable of producing competitive generalist models from a fraction of the training data, enabling rapid iteration as the frontier advances. These findings open up possibilities for both generalist models with significantly increased data efficiency, as well as domain-specific models where no instruction or conversational data is available. Finally, we publicly release our SYNTH dataset and the suite of Baguettotron models under a permissive license, thus supporting open-source language model development.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

On-policy self-distillation (OPSD) has become a popular recipe for post-training LLM agents. It supervises the agent model at the token level with a stronger teacher view of the same model, obtained by conditioning on privileged information (PI). In this work, we show that in multi-turn agents, this paradigm teaches the student to act with confidence but without the information behind it. The trained agent behaves as if it had privileged information it never observed, and its performance falls well short of plain RL, in the worst case below the untrained base model. Therefore, we propose Privileged Self-Practice (PSP), which keeps the PI and moves it from the loss to the sampler. When the student's rollouts on a task mostly fail, we inject a short per-task instruction written by an analyzer model, sample the task again with the instruction in context, and train on the result with an unchanged GRPO objective. The privileged information stays in the prompt and never enters the loss. Across AppWorld and SWE-bench Verified, with three different student models, PSP obtains the best average score in every setting and is the only method that consistently outperforms plain GRPO, improving task-goal completion by up to 65% on AppWorld and the resolved rate by up to 61% on SWE-bench Verified.

As machine learning models and datasets continue to grow, developing complex models has become increasingly computationally demanding. Knowledge distillation reduces deployment cost by compressing a large, well-trained teacher model into a compact student model, but it does not address settings where constructing the teacher itself is the bottleneck. Motivated by this challenge, we introduce Knowledge Cascade (KCas), a reverse knowledge distillation framework that uses information from a small, inexpensive student model to guide the development of a more complex teacher model. Although this direction is counterintuitive because the teacher typically has greater representational capacity, we show that student-to-teacher transfer can be principled when supported by statistical scaling relationships. We first develop KCas for nonparametric multivariate functional estimation in reproducing kernel Hilbert spaces via smoothing splines, where selecting multiple smoothing parameters is a major computational bottleneck. KCas transfers student-selected smoothing parameters to the full-sample regime through asymptotic scaling laws, substantially reducing computational cost for high-dimensional and large-scale datasets while retaining theoretical guarantees. Beyond smoothing splines, we illustrate the same principle through kernel density estimation and deep learning hyperparameter transfer. Simulations and real-data experiments show that KCas achieves substantial computational savings while maintaining strong statistical performance, and can sometimes outperform the corresponding full-sample procedure.

On-policy self-distillation (OPSD) is an emerging LLM post-training paradigm in which the model serves as its own teacher: conditioned on privileged information such as a reference trace or hint, the same policy provides dense token-level supervision on its own rollouts. However, recent studies show that OPSD degrades complex reasoning by suppressing predictive uncertainty, which supports exploration and hypothesis revision. Our token-level analysis shows that this failure arises from applying a uniform direction of teacher supervision across tokens with different uncertainty levels: conformity to the privileged self-teacher suppresses exploration at high entropy, while deviation from the teacher degrades step accuracy at low entropy. Accordingly, we propose Direction-Adaptive Self-Distillation (DASD), which reframes privileged self-distillation from uniform teacher imitation into entropy-routed directional supervision: high-entropy tokens are pushed away from the privileged teacher to preserve exploration, while low-entropy tokens are pulled toward the teacher to stabilize step-level execution. Across six mathematical reasoning benchmarks, DASD achieves the best macro Avg@16 over strong RLVR and self-distillation baselines. Pass@k, reasoning-health, and generalization analyses show that these average gains come from preserving exploration without sacrificing step-level execution.

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

On-policy distillation (OPD) has recently emerged as a promising post-training paradigm in which the student learns from trajectories generated by its own policy under dense teacher supervision. However, OPD introduces a fundamental asymmetry: although the sampled trajectories are on-policy for the student, they are off-policy for the teacher. The teacher is typically optimized to continue from prefixes generated by its own policy, but during OPD it must instead supervise prefixes generated by the student. Empirically, we find that its continuation performance degrades as these prefixes grow longer. To address this issue, we propose Student-COnditioned Updates of the Teacher (SCOUT), a co-training framework that adapts the teacher to student-generated prefixes. Alongside standard OPD updates, SCOUT periodically optimizes the teacher's conditional ability using reinforcement learning with verifiable rewards, where the teacher generates continuations from student prefixes and learns from outcome rewards. Controlled experiments show that SCOUT improves the teacher's ability to continue from student-generated prefixes, supporting the intended mechanism of student-conditioned teacher adaptation. Across multiple teacher--student configurations, model scales, and reasoning domains, SCOUT also consistently improves the effectiveness of on-policy distillation.

Deep search agents have emerged as a promising paradigm for addressing complex information-seeking tasks, but their training remains challenging due to sparse rewards, weak credit assignment, and limited labeled data. Self-play offers a scalable route to reduce data dependence, but conventional self-play optimizes students only through sparse outcome rewards, leading to low learning efficiency. In this work, we observe that self-play naturally produces a question construction path (QCP) during task generation, an intermediate artifact that captures the reverse solution process. This reveals a new source of privileged information: self-play can provide high-quality privileged information for the self-distillation at low cost and at scale, without relying on human feedback or curated privileged information. Leveraging this insight, we propose Privileged Information Self-Play (π-Play), a novel multi-agent self-evolution framework combining self-play and self-distillation. In π-Play, an examiner generates tasks together with QCPs, and a teacher employs QCP as privileged context to densely supervise a student via self-distillation. This design transforms sparse-reward self-play into a dense-feedback co-evolution. Extensive experiments show that data-free π-Play surpasses fully supervised search agents and improves evolutionary efficiency by 2-3times over conventional self-play. Code is available at https://github.com/zhyaoch/pi-play.

Reinforcement Learning with Verifiable Rewards (RLVR) is a promising paradigm for enhancing the reasoning ability in Large Language Models (LLMs). However, prevailing methods primarily rely on self-exploration or a single off-policy teacher to elicit long chain-of-thought (LongCoT) reasoning, which may introduce intrinsic model biases and restrict exploration, ultimately limiting reasoning diversity and performance. Drawing inspiration from multi-teacher strategies in knowledge distillation, we introduce Adaptive Multi-Guidance Policy Optimization (AMPO), a novel framework that adaptively leverages guidance from multiple proficient teacher models, but only when the on-policy model fails to generate correct solutions. This "guidance-on-demand" approach expands exploration while preserving the value of self-discovery. Moreover, AMPO incorporates a comprehension-based selection mechanism, prompting the student to learn from the reasoning paths that it is most likely to comprehend, thus balancing broad exploration with effective exploitation. Extensive experiments show AMPO substantially outperforms a strong baseline (GRPO), with a 4.3% improvement on mathematical reasoning tasks and 12.2% on out-of-distribution tasks, while significantly boosting Pass@k performance and enabling more diverse exploration. Notably, using four peer-sized teachers, our method achieves comparable results to approaches that leverage a single, more powerful teacher (e.g., DeepSeek-R1) with more data. These results demonstrate a more efficient and scalable path to superior reasoning and generalizability. Our code is available at https://github.com/SII-Enigma/AMPO.

In this report, we introduce DASD-4B-Thinking, a lightweight yet highly capable, fully open-source reasoning model. It achieves SOTA performance among open-source models of comparable scale across challenging benchmarks in mathematics, scientific reasoning, and code generation -- even outperforming several larger models. We begin by critically reexamining a widely adopted distillation paradigm in the community: SFT on teacher-generated responses, also known as sequence-level distillation. Although a series of recent works following this scheme have demonstrated remarkable efficiency and strong empirical performance, they are primarily grounded in the SFT perspective. Consequently, these approaches focus predominantly on designing heuristic rules for SFT data filtering, while largely overlooking the core principle of distillation itself -- enabling the student model to learn the teacher's full output distribution so as to inherit its generalization capability. Specifically, we identify three critical limitations in current practice: i) Inadequate representation of the teacher's sequence-level distribution; ii) Misalignment between the teacher's output distribution and the student's learning capacity; and iii) Exposure bias arising from teacher-forced training versus autoregressive inference. In summary, these shortcomings reflect a systemic absence of explicit teacher-student interaction throughout the distillation process, leaving the essence of distillation underexploited. To address these issues, we propose several methodological innovations that collectively form an enhanced sequence-level distillation training pipeline. Remarkably, DASD-4B-Thinking obtains competitive results using only 448K training samples -- an order of magnitude fewer than those employed by most existing open-source efforts. To support community research, we publicly release our models and the training dataset.

On-policy distillation (OPD) offers a promising way to transfer reasoning capabilities from stronger teacher models, but applying it to long-context reasoning teachers and short-context students introduces practical challenges, including tokenizer mismatch, teacher-student distribution mismatch, response length explosion, and training instability. In this work, we study this setting by transferring proof-reasoning capabilities from the long-context reasoning model SU-01 to short-context student models. To handle tokenizer differences, we perform OPD in a shared text space and align only tokens that occupy identical text spans under the student and teacher tokenizers. To mitigate the problem of excessive generation length and frequent truncation, we introduce a student reference KL loss and mask the advantages of special termination tokens such as </think> and <|im_end|>. This strategy constrains the student from drifting excessively from its initial policy, thereby mitigating the teacher-student distribution mismatch problem and fostering steady length growth. Experiments on both same-family and different-family student models, including Qwen3, Qwen3.5, Intern-S2, GLM-4.7, Gemma-4, show consistent gains in mathematical reasoning, especially natural-language math proving. Notably, Intern-S2-Preview improves by 21.2 points on ProofBench, reaching 55.2 and surpassing Gemini-2.5-Pro. It also improves on science benchmarks such as HLE and HiPhO, suggesting that OPD transfers reasoning capabilities that generalize beyond the mathematical training domain.

Text-to-image users often provide concise and underspecified prompts, whereas generative models benefit from detailed textual conditions for reliable instruction following. Existing systems bridge this gap with Prompt Enhancers (PEs) that rewrite raw prompts at inference time, introducing additional latency and leaving prompt elaboration external to the generator. We instead view enhanced prompts as privileged training information and ask whether their benefits can be internalized. We propose Prompt-Enhanced On-Policy Self-Distillation (PE-OPSD) for text-to-image flow-matching models. During training, a raw-prompt student follows its own generation trajectory, while an enhanced-prompt teacher provides vector-field targets at the states visited by the student. This on-policy supervision distills the behavior induced by enhanced prompts into the raw-prompt student without requiring additional text--image pairs. At inference, both the PE and teacher are removed, and the student generates directly from raw prompts. Across multiple model families, PEs, and benchmarks, PE-OPSD achieves the strongest aggregate prompt fidelity among the evaluated baselines, yields positive aggregate visual appeal gains, and retains the base-model inference efficiency.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

On-policy distillation can transfer the reasoning capabilities of a strong teacher to a smaller student. However, distillation from a stronger teacher model faces two mismatches: its solutions may be difficult for a smaller student to imitate, and its token-level probabilities may be incompatible with, or even unavailable to, the student. Existing methods handle these settings through different forms of supervision. To this end, we propose Bridged Self-Distillation (BSD), a unified framework for distilling from any teacher that provides reasoning traces. The model to be distilled from, termed the external teacher, first provides a reasoning trace as privileged context, which can be generated in an offline fashion. The student generates rollouts without this context, while a copy of the student conditioned on it, serving as the self-teacher, scores the same rollouts in the student's own token space. BSD uses the resulting token-level guidance to adjust updates on unsuccessful rollouts, with a verifier providing the outcome signal. As the external teacher is queried only to produce text, the same training procedure applies to all teacher scenarios: shared-tokenizer, cross-tokenizer, and closed API teachers. Across these scenarios, BSD improves over the base model and outperforms baselines tailored to each scenario, offering a novel and unified pathway for distillation. Code is available: https://github.com/TUMLegalTech/Bridged-Self-Distillation

Large language models (LLMs) have been widely adopted for synthetic data generation, significantly reducing annotation costs. However, most existing studies treat synthesis as a set of isolated tasks and overlook a more fundamental question: whether a model can learn to synthesize by accumulating experience from past tasks and transferring it to future ones. In this work, we introduce StreamSynth, a new setting in which synthesis tasks arrive sequentially and experience from historical tasks provides informative signals for future synthesis. To address this setting, we propose SynLearner, a general framework that enables synthesis models to acquire reusable synthesis experience over a task stream. Instead of generating data independently for each task, SynLearner encourages the model to explore diverse synthesis patterns, learn from feedback, and balance sample quality with set-level diversity as tasks evolve. Extensive experiments across multiple benchmarks show that SynLearner effectively leverages experience from earlier tasks to improve synthesis performance on later ones, exhibiting consistent cross-task transferability. These findings provide evidence for the feasibility of StreamSynth and highlight synthetic data generation as an experience-driven process that can benefit from task streams.

On-policy distillation (OPD) is increasingly applied to frontier foundation model post-training. Prior work in this area has largely focused on algorithmic advances, yet it remains unclear how much OPD depends on its training questions and, in particular, how far this dependence can be reduced. Across two representative single-teacher OPD settings, we find that training on 8 real prompts yields performance comparable to training on 17k problems, while datasets differing substantially in measured difficulty and initial distillation gap yield similar outcomes. Our analyses suggest two complementary explanations: repeated sampling could allow even a few prompts to expose substantial teacher supervision, while OPD transfers generalizable reasoning capabilities beyond dataset-specific knowledge. Building on these observations, we next propose a data-free on-policy distillation (DF-OPD) setting to investigate whether the system can supply the training questions itself, eliminating the need for external data. With 64 self-generated questions obtained without seed examples, DF-OPD yields performance comparable to full-data OPD in both single-teacher settings. This finding also holds in multi-teacher OPD: across mathematics, code, and instruction following, 1k generated questions achieve performance comparable to training on approximately 7k real post-training examples. We further explore whether OPD can operate even without explicit training questions. The experiments show that this is effective only in limited cases, where the student unexpectedly generates and answers its own questions, thereby reducing the process to an implicit form of DF-OPD. Together, these findings invite a reassessment of the role of training data in on-policy distillation. Code is available at https://github.com/Ryuki661/DF-OPD

The ability to research and synthesize knowledge is central to human expertise and progress. An emerging class of systems promises these exciting capabilities through generative research synthesis, performing retrieval over the live web and synthesizing discovered sources into long-form, cited summaries. However, evaluating such systems remains an open challenge: existing question-answering benchmarks focus on short-form factual responses, while expert-curated datasets risk staleness and data contamination. Both fail to capture the complexity and evolving nature of real research synthesis tasks. In this work, we introduce DeepScholar-bench, a live benchmark and holistic, automated evaluation framework designed to evaluate generative research synthesis. DeepScholar-bench draws queries from recent, high-quality ArXiv papers and focuses on a real research synthesis task: generating the related work sections of a paper by retrieving, synthesizing, and citing prior research. Our evaluation framework holistically assesses performance across three key dimensions, knowledge synthesis, retrieval quality, and verifiability. We also develop DeepScholar-base, a reference pipeline implemented efficiently using the LOTUS API. Using the DeepScholar-bench framework, we perform a systematic evaluation of prior open-source systems, search AI's, OpenAI's DeepResearch, and DeepScholar-base. We find that DeepScholar-base establishes a strong baseline, attaining competitive or higher performance than each other method. We also find that DeepScholar-bench remains far from saturated, with no system exceeding a score of 19% across all metrics. These results underscore the difficulty of DeepScholar-bench, as well as its importance for progress towards AI systems capable of generative research synthesis. We make our code available at https://github.com/guestrin-lab/deepscholar-bench.

The performance gap between closed-source and open-source large language models (LLMs) is largely attributed to disparities in access to high-quality training data. To bridge this gap, we introduce a novel framework for the automated synthesis of sophisticated, research-grade instructional data. Our approach centers on a multi-agent workflow where collaborative AI agents simulate complex tool-integrated reasoning to generate diverse and high-fidelity data end-to-end. Leveraging this synthesized data, we develop a two-stage training strategy that integrates supervised fine-tuning with a novel reinforcement learning method, designed to maximize model alignment and capability. Extensive experiments demonstrate that our framework empowers open-source models across multiple scales, enabling them to achieve new state-of-the-art performance on the major deep research benchmark. This work provides a scalable and effective pathway for advancing open-source LLMs without relying on proprietary data or models.

Large language models (LLMs) are increasingly adapted to proprietary and domain-specific corpora that contain sensitive information, creating a tension between formal privacy guarantees and efficient deployment through model compression. Differential privacy (DP), typically enforced via DP-SGD, provides record-level protection but often incurs substantial utility loss in autoregressive generation, where optimization noise can amplify exposure bias and compounding errors along long rollouts. Existing approaches to private distillation either apply DP-SGD to both teacher and student, worsening computation and the privacy--utility tradeoff, or rely on DP synthetic text generation from a DP-trained teacher, avoiding DP on the student at the cost of DP-optimizing a large teacher and introducing an offline generation pipeline. We propose Differentially Private On-Policy Distillation (DP-OPD), a synthesis-free framework that enforces privacy solely through DP-SGD on the student while leveraging a frozen teacher to provide dense token-level targets on student-generated trajectories. DP-OPD instantiates this idea via private generalized knowledge distillation on continuation tokens. Under a strict privacy budget (varepsilon=2.0), DP-OPD improves perplexity over DP fine-tuning and off-policy DP distillation, and outperforms synthesis-based DP distillation (Yelp: 44.15rightarrow41.68; BigPatent: 32.43rightarrow30.63), while substantially simplifying the training pipeline. In particular, DP-OPD collapses private compression into a single DP student-training loop by eliminating DP teacher training and offline synthetic text generation. Code will be released upon publication at https://github.com/khademfatemeh/dp_opd.

A single reinforcement-learning run can produce a strong reasoner yet an incomplete teacher: it often amplifies only a subset of the valid solution modes. We argue that reinforcement learning (RL)-trained policies should therefore be viewed as local probes of a multi-basin reasoning solution manifold, rather than as globally reliable supervisors. Based on this view, we propose an expand-then-compress framework that couples teacher construction with multi-teacher policy distillation. In the expansion stage, Residual Group Relative Policy Optimization (RGRPO) trains a sequence of teachers from a common initialization and redirects each later round toward examples not yet covered by the accumulated teacher union. In the compression stage, reliability-gated Teacher-Union On-policy Distillation (TU-OPD) lets the student learn from its own response prefixes. For each example, only reliable teachers contribute, and their sampled-token OPD losses are weighted by their per-example quality. We further introduce Consensus-Residual Decomposition, which preserves a winner teacher's excess token preferences over its reliable peers, preventing specialist behavior from being suppressed during teacher aggregation. Experiments on mathematical reasoning, code generation, and instruction following show that the resulting Qwen3-1.7B student consistently outperforms the strongest individual teacher across all three domains, yielding relative improvements of 2.0%, 8.3%, and 6.9%, respectively, while retaining single-model inference. These results establish a simple but powerful principle: stronger students can be obtained not by selecting a single better teacher, but by deliberately constructing and compressing a complementary teacher union.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

On-policy self-distillation (OPSD) is promising as it removes the external teacher required by on-policy distillation (OPD), yet it still needs asymmetric information between teacher and student to ensure that the self-teacher provides a stronger learning signal than the student. Existing methods create this asymmetry either through privileged answers or visual evidence. We ask whether both can be removed, yielding a simpler form of OPSD driven purely by input conditioning. For this purpose, we propose Visual Contrastive Self-Distillation, namely VCSD, which converts image-content removal into an on-policy self-distillation signal. At each student-generated response prefix, the EMA teacher produces two next-token distributions under the same prompt and prefix -- one conditioned on the original image and the other on a content-erased control. Their token-wise log-probability difference highlights candidates whose likelihood is specifically increased by the instance-level visual content. We use this contrast to sharpen the teacher's original-image distribution within its plausible support, and distill the resulting full-distribution target into the student. Using ViRL39K dataset, VCSD consistently outperforms matched OPSD across Qwen3-VL and Qwen3.5 models. For example, on Qwen3-VL, it improves the seven-benchmark aggregate from 62.27% rightarrow 67.04% at 2B, 71.30% rightarrow 73.16% at 4B, and 72.51% rightarrow 76.26% at 8B. Furthermore, VCSD requires no external teacher, privileged answers, visual evidence signals, reasoning traces, or additional inference-time cost.

Differentially private (DP) training methods like DP-SGD can protect sensitive training data by ensuring that ML models will not reveal private information. An alternative approach, which this paper studies, is to use a sensitive dataset to generate a new synthetic dataset which is differentially private with respect to the original data. Doing so has several advantages: synthetic data can be reused for other tasks (including for hyper parameter tuning), retained indefinitely, or shared with third parties without sacrificing privacy. However, obtaining DP data is much harder than introducing DP during training. To make it feasible for text, recent work has utilized public data by starting with a pre-trained generative language model and privately finetuning it on sensitive data. This model can be used to sample a DP synthetic dataset. While this strategy seems straightforward, executing it has proven problematic. Previous approaches either show significant performance loss, or have, as we show, critical design flaws. In this paper we demonstrate that a proper training objective along with tuning fewer parameters results in excellent DP synthetic data quality. Our approach is competitive with direct DP-training of downstream classifiers in terms of performance on downstream tasks. We also demonstrate that our DP synthetic data is not only useful for downstream classifier training, but also to tune those same models.

On-policy distillation (OPD) provides dense teacher supervision on student-generated trajectories, but standard reverse-KL training can assign insufficient probability to other plausible continuations. Teacher entropy alone does not reveal whether uncertainty is concentrated among a few plausible next tokens or dispersed over a long probability tail, nor whether the student already represents those candidates well. Moreover, local teacher probabilities may not predict downstream success. We introduce Sparse Probing and Outcome-calibrated Targets OPD (SPOT), which addresses two coupled decisions, where to probe and what to distill, through an acquisition--exploration--exploitation procedure. During acquisition, a position-level score combines normalized teacher entropy, the probability mass captured by a small top-k candidate set, and student--teacher mismatch to allocate a limited probing budget. During exploration, SPOT evaluates teacher-proposed candidates through verifier-scored student continuations. During exploitation, these outcomes produce a closed-form, KL-regularized target that favors candidates with better downstream outcomes while remaining anchored to the teacher distribution. Extensive experiments across multiple student models and reasoning benchmarks demonstrate the effectiveness of SPOT in improving reasoning performance while balancing solution quality and coverage.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Reward-specialized post-training produces strong experts for flow-based generative models, while multi-teacher on-policy distillation (OPD) consolidates their capabilities into a single student. Existing methods, however, route each prompt to a single teacher according to its semantic category, implicitly binding the desired capability to prompt content. This coupling makes capability invocation vulnerable to prompt perturbations and prevents users from explicitly adjusting the strength of the desired capability at inference time. In this work, we introduce CapField-OPD, an OPD framework that integrates multiple teachers into a continuous capability field through explicit capability coordinates. We use teacher models as anchors to construct this field, with the coordinates determining how their outputs are combined. Each capability configuration thus receives a unique supervision target, and capability control no longer depends on prompt semantics. Since the training anchors may not be optimal at inference time, we further profile the learned field on a small calibration set. The coordinate with the highest mean reward serves as the recommended default, while coordinates that are frequently optimal offer a promising candidate set for test-time scaling. Extensive experiments on compositional generation, text rendering, and visual aesthetics demonstrate that CapField-OPD consolidates multiple specialized teachers into a single student while preserving or surpassing their performance, reliably invokes the desired capabilities under semantics-preserving prompt variations, and supports continuous capability control and coordinate-based test-time scaling.

Repeated attempts at interactive tasks uncover facts, useful operations, and failures that can inform subsequent execution. We introduce ReGE, a framework for turning this recorded experience into guidance for a fresh attempt. Its main implementation, ReGE-Syn, uses a single coach call to jointly synthesize bounded execution records and available artifacts into self-contained guidance, connecting task-specific findings with proposed actions and relevant pitfalls. A student starts from the task's initial environment state and adapts this guidance to current observations. Source generation, synthesis, and student execution use the same base model, without parameter updates or a stronger teacher. Across four benchmarks, ReGE improves accuracy by an average of 9.9 percentage points for GPT and 8.8 percentage points for Claude compared with unguided execution. On matched BrowseComp-Plus subsets, ReGE-Syn reduces guidance-construction tokens by 98.2\% on GPT and 95.5\% on Claude relative to adapted AggAgent, with observed success. Combined construction and execution tokens decrease by 15.7\% and 35.4\%, respectively, counting input plus output and excluding source generation. BrowseComp-Plus ablations further associate access to process information with fewer student steps and show that joint synthesis produces substantially shorter guidance than Direct history or Independent summaries, with observed success. These results demonstrate how agents can use their own recorded experience to improve subsequent task completion, and suggest a low-cost way to consolidate the execution records of parallel agent systems such as agent swarms.

Language agents are increasingly deployed in complex professional workflows, with tutoring emerging as a particularly high-stakes capability that remains largely unmeasured in existing benchmarks. Effective tutor agents require more than producing correct answers or executing accurate tool calls: a robust tutor must diagnose learner state, adapt support over time, make pedagogically justified decisions grounded in educational evidence, and execute interventions within realistic learning-management systems. We introduce EduAgentBench, a source-grounded benchmark for holistically evaluating tutor agents across the full scope of teaching work. It contains 150 quality-controlled tasks across three capability surfaces: professional pedagogical judgment, situated multi-turn tutoring, and Canvas-style teaching workflow completion. Tasks are constructed through a pedagogical-insight-driven pipeline and evaluated with complementary verification signals and human review. Across a comprehensive evaluation of frontier models, our findings reveal that current models are generally capable of bounded pedagogical judgment, but still fall short of professional teaching standards in situated tutoring and autonomous teaching-workflow execution. To our knowledge, EduAgentBench is the first theory-grounded and realistic benchmark for evaluating the holistic teaching capability of tutor agents, providing a measurement foundation for developing future tutor agents that can support realistic teaching work.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Many critical reasoning tasks, including clinical diagnosis, legal judgment, and industrial fault diagnosis, require step-dependent causal chains in which early errors propagate and correct conclusions can mask invalid reasoning. Although large language models perform well on such tasks, privacy, latency, and controllability motivate distillation into locally deployable models. Standard trajectory imitation does not correct process errors on the student's own rollout distribution. We propose CausalOPD, a curriculum online process distillation framework. A knowledge-augmented teacher first provides trajectories grounded in domain-specific causal rules, entity relations, and structural constraints. The student then generates on-policy trajectories, and the teacher identifies the first wrong step, defined as the earliest transition that verifiably violates available constraints. Starting from the verified prefix, short-horizon reinforcement learning repairs this localized failure. A causal-stage curriculum advances from evidence-level to mechanism-level and conclusion-level errors, following their propagation order. Across three domains, CausalOPD improves average path correctness by 23.4 percentage points over sequence-level online process distillation and reduces the right-label-wrong-reasoning rate from 15.7% to 4.4%. The domain-specific 8B students also surpass both evaluated proprietary references in path correctness across all domains.

On-Policy Self-Distillation (OPSD) has become a standard post-training approach for improving visual reasoning in multimodal large language models (MLLMs). Existing methods draw privileged information from diverse input sources to guide self-distillation. Yet these designs overlook Modality Imbalance, a challenge inherent to MLLM reasoning. When textual information dominates generation, the model cannot fully integrate its multimodal input. Consequently, carefully designed privileged information remains underused, limiting the effectiveness of OPSD. To examine this limitation, we construct a Positive Teacher with the Zoom-In Image and a Negative Teacher with the Mask Image, which exhibit different degrees of Modality Imbalance. Changes in their reasoning correctness and token logits reveal that Modality Balance can itself serve as privileged information. Motivated by this finding, we introduce OPD-V, a visual OPSD paradigm that instantiates such information through the Positive Teacher and Negative Teacher. Positive Modality-Balance Logits Margins define a Modality-Balance Trust Region that selects the on-policy tokens used for self-distillation. Experiments across 6 benchmarks, 4 MLLM backbones, and 5 post-training methods show that OPD-V consistently improves reasoning performance while reducing training cost.

Group Relative Policy Optimization (GRPO) has recently emerged as a practical recipe for aligning large language models with verifiable objectives. However, under sparse terminal rewards, GRPO often stalls because rollouts within a group frequently receive identical rewards, causing relative advantages to collapse and updates to vanish. We propose self-hint aligned GRPO with privileged supervision (SAGE), an on-policy reinforcement learning framework that injects privileged hints during training to reshape the rollout distribution under the same terminal verifier reward. For each prompt x, the model samples a compact hint h (e.g., a plan or decomposition) and then generates a solution τ conditioned on (x,h). Crucially, the task reward R(x,τ) is unchanged; hints only increase within-group outcome diversity under finite sampling, preventing GRPO advantages from collapsing under sparse rewards. At test time, we set h=varnothing and deploy the no-hint policy without any privileged information. Moreover, sampling diverse self-hints serves as an adaptive curriculum that tracks the learner's bottlenecks more effectively than fixed hints from an initial policy or a stronger external model. Experiments over 6 benchmarks with 3 LLMs show that SAGE consistently outperforms GRPO, on average +2.0 on Llama-3.2-3B-Instruct, +1.2 on Qwen2.5-7B-Instruct and +1.3 on Qwen3-4B-Instruct. The code is available at https://github.com/BaohaoLiao/SAGE.

On-policy self-distillation (OPSD) trains mathematical reasoning models using a privileged teacher that sees a reference solution and supervises student-sampled prefixes. Standard OPSD uses one fixed parameter setting at every state, but nearby settings may offer additional supervision. We find that local parameter perturbations reveal complementary reference-aligned corrections under the same reference context. Different experts supply these corrections at different reference positions. Their pool covers more such positions than the unperturbed privileged teacher. We introduce Neighborhood OPSD (N-OPSD) to turn these corrections into supervision at student-visited states. Offline, greedy selection builds a compact pool of frozen experts by rewarding filtered reference-token gains beyond the pool's current best at each position. The highest-peak expert need not provide the best training target. Online routing therefore separates the anchor direction from its level of support. MaxPeak selects the anchor token, and quantile selection chooses among experts whose top token matches it. The student learns from the chosen expert's full next-token distribution through the clipped forward-KL objective inherited from OPSD. We evaluate on AIME 2024, AIME 2025, and HMMT February 2025. Across three independent runs per method, Neighborhood OPSD improves the three-benchmark Average@12 over OPSD by 2.75, 1.67, and 1.94 points on Qwen3-1.7B, 4B, and 8B, respectively. Student-prefix continuations support using the pool beyond the reference trajectories used for selection. Matched ablations support filtered reference-token gains as a selection criterion. Accounting for overlap within the pool and routing by state further improve student accuracy. Inference uses only the distilled student.

Advancements in LLMs have significantly expanded their capabilities across various domains. However, mathematical reasoning remains a challenging area, prompting the development of math-specific LLMs. These models typically follow a two-stage training paradigm: pre-training with math-related corpora and post-training with problem datasets for SFT. Despite these efforts, the improvements in mathematical reasoning achieved through continued pre-training (CPT) are often less significant compared to those obtained via SFT. This study addresses this discrepancy by exploring alternative strategies during the pre-training phase, focusing on the use of problem-solving data over general mathematical corpora. We investigate three primary research questions: (1) Can problem-solving data enhance the model's mathematical reasoning capabilities more effectively than general mathematical corpora during CPT? (2) Are synthetic data from the same source equally effective, and which synthesis methods are most efficient? (3) How do the capabilities developed from the same problem-solving data differ between the CPT and SFT stages, and what factors contribute to these differences? Our findings indicate that problem-solving data significantly enhances the model's mathematical capabilities compared to general mathematical corpora. We also identify effective data synthesis methods, demonstrating that the tutorship amplification synthesis method achieves the best performance. Furthermore, while SFT facilitates instruction-following abilities, it underperforms compared to CPT with the same data, which can be partially attributed to its poor learning capacity for hard multi-step problem-solving data. These insights provide valuable guidance for optimizing the mathematical reasoning capabilities of LLMs, culminating in our development of a powerful mathematical base model called JiuZhang-8B.

Reward models are central to text-to-image post-training, but visual preference is subjective and better represented as a distribution over rubric scores than as a deterministic scalar. Existing scalar, score-token, and pairwise reward models over-compress uncertainty and fine-grained score differences, while reasoning-based generative rewards provide stronger judgments but are costly to deploy and difficult to use as direct optimization signals. We propose Z-Reward, a teacher-student reward modeling framework that decouples reasoning-heavy judgment from efficient reward deployment. The teacher is a large VLM that uses reasoning to infer rubric-aligned score distributions, and is trained with Group-wise Direct Score Optimization (GDSO), which combines policy-gradient rewards from distribution expectations with direct pointwise and pairwise supervision on score distributions and score gaps. The student is trained with Reasoning-Internalized Score Distillation (RISD), which transfers the teacher's reasoning-conditioned score distribution into a compact VLM without requiring explicit reasoning chains at inference time. On our internally annotated evaluation set, the 27B GDSO teacher reaches 89.6% human preference accuracy, outperforming SFT, RewardDance, and GRPO, while the 9B RISD student reaches 88.6%, outperforming the OPD baseline and closely matching the larger teacher. We further show that Z-Reward can serve as a differentiable reward signal for text-to-image optimization, yielding a 41.3% net human-preference improvement over the SFT baseline.

Large Language Model (LLM) based AI educational content generation systems are increasingly being developed, yet no standardised benchmark exists to systematically evaluate them. This study introduces LessonBench-V1, a benchmark dataset comprising 647 human-written lessons paired with LLM-based reverse-engineered lesson plans across 240 STEM topics spanning mathematics, physics, chemistry, and computer science. The lessons are drawn from 97 trusted open sources, including LibreTexts, Brilliant.org and GeeksForGeeks. Each lesson plan is human-reviewed and produced through a pedagogically grounded methodology that synthesises Bloom's Taxonomy, Gagné's Events, Merrill's First Principles, and the 5E Instructional Model. The lesson plans capture 3,620 learning objectives with pedagogical metadata, enabling systematic, reproducible evaluation of lesson-generation AI agents and supporting further research. The study further proposes a three-dimensional evaluation pipeline for use with the dataset.

On-policy distillation (OPD) provides dense token-level supervision on student rollouts, but this supervision can become unreliable when the student and teacher diverge, either because of a large initial policy gap or compounding errors in long-horizon reasoning and tool use. We introduce Divergence-Triggered Dynamic Distillation (DTDD), an adaptive OPD framework that uses segment-level student-teacher divergence to trigger teacher takeover during training. When divergence triggers an intervention during reasoning, the student prefix continues to receive standard OPD supervision. The teacher then generates a recovery suffix, which the student learns through behavior cloning, using cross-entropy on the teacher-generated tokens. We evaluate DTDD in three regimes: long-horizon reasoning, distillation from a base initialization without offline supervised fine-tuning (SFT), and multi-turn agents. We also compare alternative trigger designs and teacher-intervention rates. DTDD reduces the post-warmup peak gradient norm by 8.6times and, from a base initialization, reaches 21.3% held-out math accuracy in 2.6times fewer optimizer updates than OPD; both methods finish near 22%. It improves best-observed performance by 4.8 and 4.1 percentage points on ALFWorld with LoRA and agentic code, respectively. Ablations show that segment-averaged triggers outperform token-spike triggers. Behavior cloning is also more effective than the tested OPD surrogate for training teacher-generated recoveries. Across 23 experimental arms, takeover tends to help when the teacher substantially outperforms the OPD-trained student, provided that the teacher can recover from student-visited states, the student can learn those recoveries, and teacher intervention is neither excessive nor insufficient.

Modern multimodal models bring generation and understanding into a single unified system, which enables them to provide and learn from their own feedback. Motivated by this unified capacity, we introduce UniEvo-VL, a self-evolving framework for multimodal models to learn from this constructive self-correction feedback during test-time compute. Instead of relying on a separate, often larger, teacher, we leverage their self-critiques as privileged information and ask a single multimodal model to act as both teacher and student with different contexts. The student only sees the vanilla question, while the teacher conditions on the privileged critique. Then training minimizes the per-state divergence between their denoising diffusion distributions over the student's own sampling trajectories. Experiments demonstrate that UniEvo-VL improves the image generation capabilities of multimodal models, while maintaining their sensitivity to additional reflection information. Specifically, we build on top of the open-source Qwen-image-2512 and observe a significant performance gain from 0.747 to 0.808 on GenEval and from 32.97 to 35.53 on GenEval2 Soft-TIFA. Moreover, attempts with more powerful external critics (e.g., GPT5.6-Luna) show that multimodal models with strong judge capabilities can anticipate a higher self-evolving ceiling. Last but not least, mixed text-rendering outcomes show that our self-improvements may not be uniform across different tasks. Our study aims to shed light on the current hot recursive self-improvement research line to enhance the user experience when using multimodal models without external supervision or guidance.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

Mathematical reasoning is an important capability of large language models~(LLMs) for real-world applications. To enhance this capability, existing work either collects large-scale math-related texts for pre-training, or relies on stronger LLMs (\eg GPT-4) to synthesize massive math problems. Both types of work generally lead to large costs in training or synthesis. To reduce the cost, based on open-source available texts, we propose an efficient way that trains a small LLM for math problem synthesis, to efficiently generate sufficient high-quality pre-training data. To achieve it, we create a dataset using GPT-4 to distill its data synthesis capability into the small LLM. Concretely, we craft a set of prompts based on human education stages to guide GPT-4, to synthesize problems covering diverse math knowledge and difficulty levels. Besides, we adopt the gradient-based influence estimation method to select the most valuable math-related texts. The both are fed into GPT-4 for creating the knowledge distillation dataset to train the small LLM. We leverage it to synthesize 6 million math problems for pre-training our JiuZhang3.0 model, which only needs to invoke GPT-4 API 9.3k times and pre-train on 4.6B data. Experimental results have shown that JiuZhang3.0 achieves state-of-the-art performance on several mathematical reasoning datasets, under both natural language reasoning and tool manipulation settings. Our code and data will be publicly released in https://github.com/RUCAIBox/JiuZhang3.0.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

On-policy distillation (OPD) provides dense, per-token supervision for language model post-training, but its effectiveness is bottlenecked by teacher quality: external teachers suffer from distribution mismatch, while self-distillation with privileged conditioning is limited by in-context learning capacity. We propose RISE (Recursive Improvement via Self-Extrapolating Policy Distillation), which constructs a synthetic teacher directly from the model's own RLVR training trajectory. By extrapolating the displacement between the current checkpoint and a trailing anchor---in parameter space or output logit space---RISE converts a sparse outcome-induced parameter update into a dense token-level target, without any external model or privileged conditioning. RISE combines RLVR and OPD in a complementary loop: outcome rewards ground the extrapolation toward correct reasoning, while the extrapolated teacher refines token-level decisions. Moreover, since the teacher is refreshed every iteration as the student improves, distillation becomes a recursive improvement mechanism rather than a one-shot compression step. Experiments spanning mathematical reasoning, multi-domain STEM, code generation, and multi-turn agentic tasks show that RISE outperforms RLVR-only training and on-policy self-distillation across all settings.

Scientific research often begins by synthesizing ideas from a set of related papers to identify gaps and formulate new directions. However, training language models to perform this form of literature-grounded ideation remains challenging, as existing approaches based on prompting or feedback lack structured supervision for how papers should be synthesized. We introduce IdeaAnchor, a paradigm for training LLMs to perform research ideation using structured specifications as privileged signals. Each IdeaAnchor instance encodes how each input paper should be synthesized into a successful idea, including their functional roles, relationships, and target synthesis criteria. We build this paradigm by mining instances from published papers, capturing how real ideas emerge from prior literature. We then train models via demonstration, self-distillation, and reinforcement learning, and further enhance generation with retrieval at inference time. Experiments show consistent improvements in ideation quality. Our analysis reveals a functional decomposition: anchor-based training strengthens creative synthesis, retrieval enhances detail elaboration, and combining both yields the best performance.

Long-horizon agentic tasks pose a fundamental credit assignment challenge for outcome-base reinforcement learning: trajectory-level rewards verify final correctness but provide limited guidance on which intermediate reasoning steps or tool interactions contribute to the outcome. The difficulty is especially pronounced in multi-turn search agents, where successful trajectories may contain misleading actions and failed trajectories may contain valuable evidence-gathering steps. We propose PBSD (Privileged Bayesian Self-Distillation), a Bayes-calibrated self-distillation method for fine-grained credit assignment under sparse final rewards. PBSD measures trajectory quality through the posterior-to-prior probability ratio of the verified answer and applies Bayes' rule to convert this hard-to-estimate answer-side ratio into a tractable likelihood ratio between a standard student model and a privileged answer-conditioned teacher model. Autoregressive decomposition of this Bayesian evidence score yields turn-level signals that identify whether each intermediate turn supports or undermines the verified outcome. Consequently, PBSD provides a principled and elegant reweighting scheme that transforms sparse outcome supervision into Bayes-calibrated turn-level credit signals, while remaining fully compatible with standard policy optimization. Experiments demonstrate that PBSD consistently enhances performance across both in-domain and out-of-domain settings, and effectively transfers knowledge from short-context training to long-context inference, suggesting that its fine-grained credit assignment mechanism facilitates more effective policy learning and yields improved generalization.

Language-model agents are usually trained by reinforcement learning from one reward per episode, and privileged self-distillation enriches it by letting the same policy, given a skill, teach its skill-free self through token probabilities. However, we identify two phenomena that question this channel. Invisible Advantage: a skill in context lifts WebShop success from 42.2% to 56.2%, yet changes the probabilities of fewer than a quarter of the sampled tokens. Much to Align: a skill changes the hidden states of over 80% of response tokens, in a way that linear probes can trace back to the specific skill. To exploit this, we propose Privileged Representation On-policy Self-Distillation (PR-OPD). After a GRPO warm start, the policy writes a hindsight skill for each trajectory, re-reads its own responses with that skill as a stop-gradient teacher, and aligns its projected hidden states to the teacher's at every layer alongside the reward objective, with no external skill library, separate teacher, or inference overhead. On ALFWorld and WebShop with two backbones, PR-OPD achieves the best overall results in every setting, improving over GRPO by up to 4.7 points in ALFWorld success and 14.0 points in WebShop accuracy. Code is available at https://github.com/balibata/PR-OPD.

On-policy self-distillation has become a strong recipe for LLM reasoning, where a privileged teacher supervises the student's own rollouts while conditioning on the reference solution. A design choice shared by nearly all such methods, however, has gone unquestioned: the teacher always sees the full reference reasoning. We argue that this default itself is part of the problem and identify a teacher-side exposure mismatch: when the teacher conditions on reasoning far beyond the student's current competence, the resulting token targets become too strong to absorb. A controlled fixed-exposure sweep makes this concrete on two fronts: 1) full exposure is not reliably the best choice, and 2) student-teacher mismatch grows monotonically as the teacher sees more privileged reasoning. This motivates treating teacher exposure not as a fixed hyperparameter but as a learnable training-time control variable. We therefore propose Adaptive Teacher Exposure for Self-Distillation (ATESD). ATESD models the reveal ratio with a lightweight Beta-policy controller conditioned on compact training-state statistics, and uses one sampled exposure for a short hold window of student updates. To make this exposure controller learnable, we optimize it with a discounted learning-progress reward that scores each held decision by its effect on the student's future improvement rather than its immediate loss change, addressing the delayed credit assignment induced by on-policy distillation. Experiments on AIME 24, AIME 25, and HMMT 25 across Qwen3-{1.7B, 4B, 8B} show that ATESD consistently outperforms competitive self-distillation and RL baselines, improving over OPSD by +0.95, +2.05, and +2.33 Average@12 points respectively, and establishing adaptive teacher exposure as an effective new axis for reasoning self-distillation.

Generative social robots (GSRs) powered by large language models enable adaptive, conversational tutoring but also introduce risks such as misinformation, overreliance, and privacy violations. Existing frameworks for educational technologies and responsible AI primarily define desired behaviors, yet they rarely specify the knowledge prerequisites that enable generative agents to express these behaviors reliably. To address this gap, we adopt a knowledge-based design perspective and investigate what information tutoring-oriented GSRs require to function responsibly and effectively in higher education. Based on twelve semistructured interviews with university students and lecturers, we identified twelve design requirements across three knowledge types: self-knowledge (assertive, conscientious, and friendly personality with customizable role), user-knowledge (personalized information about student learning goals, learning progress, motivation type, emotional state, and background), and context-knowledge (learning materials, educational strategies, courserelated information, and physical learning environment). Drawing from these results, this work provides a structured foundation for the design of tutoring GSRs, aligning generative AI capabilities with pedagogical and ethical expectations.

On-policy distillation (OPD) trains a student model on its own rollouts with token-level supervision from a teacher, assuming that the teacher can reach a correct answer from any prefix the student writes. We call this property the recoverability of the teacher and show it fails on incorrect rollouts: the teacher follows student errors, although it recognizes them. We propose CriticOPD, using error recognition to restore recoverability. The teacher critiques an incorrect rollout, allowing the student to rewrite its solution following the error. The resulting output, including the critique as privileged information, is scored by the teacher while the student uses the revision without the critique for training. On two Qwen3 students and six mathematical reasoning benchmarks, CriticOPD improves OPD, with the largest gains on competition problems.

Recent work has shown that distilling reasoning traces from a larger teacher model via supervised finetuning outperforms reinforcement learning with the smaller student model alone (Guo et al. 2025). However, there has not been a systematic study of what kind of reasoning demonstrations from the teacher are most effective in improving the student model's reasoning capabilities. In this work we curate high-quality "NaturalThoughts" by selecting reasoning traces from a strong teacher model based on a large pool of questions from NaturalReasoning (Yuan et al. 2025). We first conduct a systematic analysis of factors that affect distilling reasoning capabilities, in terms of sample efficiency and scalability for general reasoning tasks. We observe that simply scaling up data size with random sampling is a strong baseline with steady performance gains. Further, we find that selecting difficult examples that require more diverse reasoning strategies is more sample-efficient to transfer the teacher model's reasoning skills. Evaluated on both Llama and Qwen models, training with NaturalThoughts outperforms existing reasoning datasets such as OpenThoughts, LIMO, etc. on general STEM reasoning benchmarks including GPQA-Diamond, MMLU-Pro and SuperGPQA.

Distilling Chain-of-Thought (CoT) reasoning from large language models into compact student models presents a fundamental challenge: teacher rationales are often too verbose for smaller models to faithfully reproduce. Existing approaches either compress reasoning into single-step, losing the interpretability that makes CoT valuable. We present a three-stage curriculum learning framework that addresses this capacity mismatch through progressive skill acquisition. First, we establish structural understanding via masked shuffled reconstruction. Second, we apply Group Relative Policy Optimization (GRPO) on masked completion tasks, enabling the model to discover its own balance between accuracy and brevity. Third, we identify persistent failure cases and guide the student to internalize teacher knowledge through targeted rewriting, again optimized with GRPO. Experiments on GSM8K demonstrate that our approach enables Qwen2.5-3B-Base to achieve an 11.29 percent accuracy improvement while reducing output length by 27.4 percent, surpassing both instruction-tuned variants and prior distillation methods.

On-policy distillation (OPD) has recently emerged as an effective post-training paradigm by providing supervision on student-generated trajectories. However, existing OPD methods for multimodal reasoning usually rely on a static teacher routing, assigning each sample to a single teacher based on modality or task type. This ignores that visual grounding and abstract reasoning may dominate different decoding steps, making a single teacher insufficient for the full trajectory. To this end, H-OPD is proposed as a confidence-aware heterogeneous multi-teacher OPD framework for multimodal reasoning. By verifying the complementarity of heterogeneous teachers in the same reasoning process, H-OPD replaces task or sample level teacher routing with token-level teacher arbitration along the shared student trajectory. H-OPD employs vision-to-language description transfer to enable text-only teachers to access key visual semantics, and uses a confidence-aware arbitration mechanism to dynamically combine vision-language teacher and text-only teachers at each token. Extensive evaluations over 11 widely-used reasoning benchmarks showcase the superior performance of our method.