Daily Papers

We present MiMo-V2-Flash, a Mixture-of-Experts (MoE) model with 309B total parameters and 15B active parameters, designed for fast, strong reasoning and agentic capabilities. MiMo-V2-Flash adopts a hybrid attention architecture that interleaves Sliding Window Attention (SWA) with global attention, with a 128-token sliding window under a 5:1 hybrid ratio. The model is pre-trained on 27 trillion tokens with Multi-Token Prediction (MTP), employing a native 32k context length and subsequently extended to 256k. To efficiently scale post-training compute, MiMo-V2-Flash introduces a novel Multi-Teacher On-Policy Distillation (MOPD) paradigm. In this framework, domain-specialized teachers (e.g., trained via large-scale reinforcement learning) provide dense and token-level reward, enabling the student model to perfectly master teacher expertise. MiMo-V2-Flash rivals top-tier open-weight models such as DeepSeek-V3.2 and Kimi-K2, despite using only 1/2 and 1/3 of their total parameters, respectively. During inference, by repurposing MTP as a draft model for speculative decoding, MiMo-V2-Flash achieves up to 3.6 acceptance length and 2.6x decoding speedup with three MTP layers. We open-source both the model weights and the three-layer MTP weights to foster open research and community collaboration.

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.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

While knowledge distillation has become a mature field for compressing large language models (LLMs) into smaller ones by aligning their outputs or internal representations, the distillation of LLM-based agents, which involve planning, memory, and tool use, remains relatively underexplored. Existing agent distillation methods typically replay full teacher trajectories or imitate step-by-step teacher tool usage, but they often struggle to train student agents to dynamically plan and act in novel environments. We propose AgentDistill, a novel, training-free agent distillation framework that enables efficient and scalable knowledge transfer via direct reuse of Model-Context-Protocols (MCPs), which are structured and reusable task-solving modules autonomously generated by teacher agents. The reuse of these distilled MCPs enables student agents to generalize their capabilities across domains and solve new problems with minimal supervision or human intervention. Experiments on biomedical and mathematical benchmarks demonstrate that our distilled student agents, built on small language models, can achieve performance comparable to advanced systems using large LLMs such as OctoTools (GPT-4o), highlighting the effectiveness of our framework in building scalable and cost-efficient intelligent agents.

Diffusion models achieve high-quality sample generation at the cost of a lengthy multistep inference procedure. To overcome this, diffusion distillation techniques produce student generators capable of matching or surpassing the teacher in a single step. However, the student model's inference speed is limited by the size of the teacher architecture, preventing real-time generation for computationally heavy applications. In this work, we introduce Multi-Student Distillation (MSD), a framework to distill a conditional teacher diffusion model into multiple single-step generators. Each student generator is responsible for a subset of the conditioning data, thereby obtaining higher generation quality for the same capacity. MSD trains multiple distilled students, allowing smaller sizes and, therefore, faster inference. Also, MSD offers a lightweight quality boost over single-student distillation with the same architecture. We demonstrate MSD is effective by training multiple same-sized or smaller students on single-step distillation using distribution matching and adversarial distillation techniques. With smaller students, MSD gets competitive results with faster inference for single-step generation. Using 4 same-sized students, MSD significantly outperforms single-student baseline counterparts and achieves remarkable FID scores for one-step image generation: 1.20 on ImageNet-64x64 and 8.20 on zero-shot COCO2014.

Knowledge distillation has emerged as an effective strategy for compressing large language models' (LLMs) knowledge into smaller, more efficient student models. However, standard one-shot distillation methods often produce suboptimal results due to a mismatch between teacher-generated rationales and the student's specific learning requirements. In this paper, we introduce the UNDO: UNderstanding Distillation as Optimization framework, designed to bridge this gap by iteratively identifying the student's errors and prompting the teacher to refine its explanations accordingly. Each iteration directly targets the student's learning deficiencies, motivating the teacher to provide tailored and enhanced rationales that specifically address these weaknesses. Empirical evaluations on various challenging mathematical and commonsense reasoning tasks demonstrate that our iterative distillation method, UNDO, significantly outperforms standard one-step distillation methods, achieving performance gains of up to 20%. Additionally, we show that teacher-generated data refined through our iterative process remains effective even when applied to different student models, underscoring the broad applicability of our approach. Our work fundamentally reframes knowledge distillation as an iterative teacher-student interaction, effectively leveraging dynamic refinement by the teacher for better knowledge distillation.

Few-step diffusion or flow-based generative models typically distill a velocity-predicting teacher into a student that predicts a shortcut towards denoised data. This format mismatch has led to complex distillation procedures that often suffer from a quality-diversity trade-off. To address this, we propose policy-based flow models (pi-Flow). pi-Flow modifies the output layer of a student flow model to predict a network-free policy at one timestep. The policy then produces dynamic flow velocities at future substeps with negligible overhead, enabling fast and accurate ODE integration on these substeps without extra network evaluations. To match the policy's ODE trajectory to the teacher's, we introduce a novel imitation distillation approach, which matches the policy's velocity to the teacher's along the policy's trajectory using a standard ell_2 flow matching loss. By simply mimicking the teacher's behavior, pi-Flow enables stable and scalable training and avoids the quality-diversity trade-off. On ImageNet 256^2, it attains a 1-NFE FID of 2.85, outperforming MeanFlow of the same DiT architecture. On FLUX.1-12B and Qwen-Image-20B at 4 NFEs, pi-Flow achieves substantially better diversity than state-of-the-art few-step methods, while maintaining teacher-level quality.

We introduce ORPO-Distill, a general-purpose method for cross-architecture LLM distillation that formulates the problem as a preference optimization task. Unlike standard CoT distillation, the approach transfers knowledge through diverse reasoning traces. It employs an Odds-Ratio Preference Optimization objective that contrasts teacher and student traces for more effective learning, and adopts a mixed-policy strategy for utilizing student-generated outputs, outperforming both off- and on-policy alternatives. Experiments on five datasets and multiple student models show consistent improvements over conventional black-box KD baselines.

In natural language processing (NLP) tasks, slow inference speed and huge footprints in GPU usage remain the bottleneck of applying pre-trained deep models in production. As a popular method for model compression, knowledge distillation transfers knowledge from one or multiple large (teacher) models to a small (student) model. When multiple teacher models are available in distillation, the state-of-the-art methods assign a fixed weight to a teacher model in the whole distillation. Furthermore, most of the existing methods allocate an equal weight to every teacher model. In this paper, we observe that, due to the complexity of training examples and the differences in student model capability, learning differentially from teacher models can lead to better performance of student models distilled. We systematically develop a reinforced method to dynamically assign weights to teacher models for different training instances and optimize the performance of student model. Our extensive experimental results on several NLP tasks clearly verify the feasibility and effectiveness of our approach.

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.

Knowledge distillation (KD) has been shown to be highly effective in guiding a student model with a larger teacher model and achieving practical benefits in improving the computational and memory efficiency for large language models (LLMs). State-of-the-art KD methods for LLMs mostly rely on minimizing explicit distribution distance between teacher and student probability predictions. Instead of optimizing these mandatory behaviour cloning objectives, we explore an imitation learning strategy for KD of LLMs. In particular, we minimize the imitation gap by matching the action-value moments of the teacher's behavior from both on- and off-policy perspectives. To achieve this action-value moment-matching goal, we propose an adversarial training algorithm to jointly estimate the moment-matching distance and optimize the student policy to minimize it. Results from both task-agnostic instruction-following experiments and task-specific experiments demonstrate the effectiveness of our method and achieve new state-of-the-art performance.

Recent years have witnessed remarkable progress in world models, which primarily aim to capture the spatio-temporal correlations between an agent's actions and the evolving environment. However, existing approaches often suffer from tight runtime coupling or depend on offline reward signals, resulting in substantial inference overhead or hindering end-to-end optimization. To overcome these limitations, we introduce WPT, a World-to-Policy Transfer training paradigm that enables online distillation under the guidance of an end-to-end world model. Specifically, we develop a trainable reward model that infuses world knowledge into a teacher policy by aligning candidate trajectories with the future dynamics predicted by the world model. Subsequently, we propose policy distillation and world reward distillation to transfer the teacher's reasoning ability into a lightweight student policy, enhancing planning performance while preserving real-time deployability. Extensive experiments on both open-loop and closed-loop benchmarks show that our WPT achieves state-of-the-art performance with a simple policy architecture: it attains a 0.11 collision rate (open-loop) and achieves a 79.23 driving score (closed-loop) surpassing both world-model-based and imitation-learning methods in accuracy and safety. Moreover, the student sustains up to 4.9x faster inference, while retaining most of the gains.

Knowledge distillation as an efficient knowledge transfer technique, has achieved remarkable success in unimodal scenarios. However, in cross-modal settings, conventional distillation methods encounter significant challenges due to data and statistical heterogeneities, failing to leverage the complementary prior knowledge embedded in cross-modal teacher models. This paper empirically reveals two critical issues in existing approaches: distillation path selection and knowledge drift. To address these limitations, we propose MST-Distill, a novel cross-modal knowledge distillation framework featuring a mixture of specialized teachers. Our approach employs a diverse ensemble of teacher models across both cross-modal and multimodal configurations, integrated with an instance-level routing network that facilitates adaptive and dynamic distillation. This architecture effectively transcends the constraints of traditional methods that rely on monotonous and static teacher models. Additionally, we introduce a plug-in masking module, independently trained to suppress modality-specific discrepancies and reconstruct teacher representations, thereby mitigating knowledge drift and enhancing transfer effectiveness. Extensive experiments across five diverse multimodal datasets, spanning visual, audio, and text, demonstrate that our method significantly outperforms existing state-of-the-art knowledge distillation methods in cross-modal distillation tasks. The source code is available at https://github.com/Gray-OREO/MST-Distill.

Knowledge Distillation (KD) trains a smaller student model using a large, pre-trained teacher model, with temperature as a key hyperparameter controlling the softness of output probabilities. Traditional methods use a fixed temperature throughout training, which is suboptimal. Moreover, architectural differences between teacher and student often result in mismatched logit magnitudes. We demonstrate that students benefit from softer probabilities early in training but require sharper probabilities in later stages. We introduce Dynamic Temperature Scheduler (DTS), which adjusts temperature dynamically based on the cross-entropy loss gap between teacher and student. To our knowledge, this is the first temperature scheduling method that adapts based on the divergence between teacher and student distributions. Our method integrates seamlessly with existing KD frameworks. We validate DTS across multiple KD strategies on vision (CIFAR-100, Tiny-ImageNet) and NLP tasks (GLUE, Dolly, SelfIns, UnNI, S-NI), consistently outperforming static-temperature baselines. Code is available at https://github.com/Sibgat-Ul/DTS.

Knowledge distillation is a model compression technique in which a compact "student" network is trained to replicate the predictive behavior of a larger "teacher" network. In logit-based knowledge distillation, it has become the de facto approach to augment cross-entropy with a distillation term. Typically, this term is either a KL divergence that matches marginal probabilities or a correlation-based loss that captures intra- and inter-class relationships. In every case, it acts as an additional term to cross-entropy. This term has its own weight, which must be carefully tuned. In this paper, we adopt a choice-theoretic perspective and recast knowledge distillation under the Plackett-Luce model by interpreting teacher logits as "worth" scores. We introduce "Plackett-Luce Distillation (PLD)", a weighted list-wise ranking loss. In PLD, the teacher model transfers knowledge of its full ranking of classes, weighting each ranked choice by its own confidence. PLD directly optimizes a single "teacher-optimal" ranking. The true label is placed first, followed by the remaining classes in descending teacher confidence. This process yields a convex and translation-invariant surrogate that subsumes weighted cross-entropy. Empirically, across CIFAR-100, ImageNet-1K, and MS-COCO, PLD achieves consistent gains across diverse architectures and distillation objectives, including divergence-based, correlation-based, and feature-based methods, in both homogeneous and heterogeneous teacher-student pairs.

Training vision-language models (VLMs) for complex reasoning remains a challenging task, i.a. due to the scarcity of high-quality image-text reasoning data. Conversely, text-based reasoning resources are abundant and scalable, but it is still an open question how to leveraging them for VLM reasoning. To address this problem, we propose VOLD, a framework to transfer reasoning capabilities from text-only teacher models to VLM student models. To this end, VOLD combines reinforcement learning via Group Relative Policy Optimization (GRPO) with on-policy distillation, which allows the student reasoning traces to be guided by the teacher model, resulting in a significant gain over using GRPO alone. We further show that a cold-start alignment is essential for an effective transfer during the online training phase in this scenario and that without sufficient distributional alignment between teacher and student, on-policy distillation fails to provide meaningful guidance. We evaluate VOLD across diverse benchmarks including MMMU-Pro, MathVision, MathVista, and LogicVista, showing that VOLD outperforms the baseline model significantly and improves over the state of the art by a margin. Our ablation shows the importance of a cold-start alignment via SFT for on-policy distillation with a text-only teacher.

Causal language models have demonstrated remarkable capabilities, but their size poses significant challenges for deployment in resource-constrained environments. Knowledge distillation, a widely-used technique for transferring knowledge from a large teacher model to a small student model, presents a promising approach for model compression. A significant remaining issue lies in the major differences between teacher and student models, namely the substantial capacity gap, mode averaging, and mode collapse, which pose barriers during distillation. To address these issues, we introduce Temporally Adaptive Interpolated Distillation (TAID), a novel knowledge distillation approach that dynamically interpolates student and teacher distributions through an adaptive intermediate distribution, gradually shifting from the student's initial distribution towards the teacher's distribution. We provide a theoretical analysis demonstrating TAID's ability to prevent mode collapse and empirically show its effectiveness in addressing the capacity gap while balancing mode averaging and mode collapse. Our comprehensive experiments demonstrate TAID's superior performance across various model sizes and architectures in both instruction tuning and pre-training scenarios. Furthermore, we showcase TAID's practical impact by developing two state-of-the-art compact foundation models: TAID-LLM-1.5B for language tasks and TAID-VLM-2B for vision-language tasks. These results demonstrate TAID's effectiveness in creating high-performing and efficient models, advancing the development of more accessible AI technologies.

Knowledge distillation (KD) has shown great promise in transferring knowledge from larger teacher models to smaller student models. However, existing KD strategies for large language models often minimize output distributions between student and teacher models indiscriminately for each token. This overlooks the imbalanced nature of tokens and their varying transfer difficulties. In response, we propose a distillation strategy called Self-Evolution KD. The core of this approach involves dynamically integrating teacher distribution and one-hot distribution of ground truth into the student distribution as prior knowledge, which promotes the distillation process. It adjusts the ratio of prior knowledge based on token learning difficulty, fully leveraging the teacher model's potential. Experimental results show our method brings an average improvement of approximately 1.4 SacreBLEU points across four translation directions in the WMT22 test sets. Further analysis indicates that the improvement comes from better knowledge transfer from teachers, confirming our hypothesis.

Reinforcement Learning has emerged as a post-training approach to elicit agentic RAG behaviors such as search and planning from language models. However, compact language models (e.g., 0.5B parameters) struggle due to poor reasoning ability, resulting in sparse rewards and unstable training. To overcome these difficulties, we propose Distillation-Guided Policy Optimization (DGPO), which addresses the challenges through cold-start initialization from teacher demonstrations and continuous teacher guidance during policy optimization. To systematically evaluate our approach, we introduce Agentic RAG Capabilities (ARC), a fine-grained metric analyzing reasoning, search coordination, and response synthesis. Comprehensive experiments demonstrate that DGPO enables compact models to achieve sophisticated agentic search behaviors, even outperforming the larger teacher model in some cases. DGPO makes agentic RAG feasible in computing resource-constrained environments.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

Real-time video generation via diffusion is essential for building general-purpose multimodal interactive AI systems. However, the simultaneous denoising of all video frames with bidirectional attention via an iterative process in diffusion models prevents real-time interaction. While existing distillation methods can make the model autoregressive and reduce sampling steps to mitigate this, they focus primarily on text-to-video generation, leaving the human-AI interaction unnatural and less efficient. This paper targets real-time interactive video diffusion conditioned on a multimodal context, including text, image, and audio, to bridge the gap. Given the observation that the leading on-policy distillation approach Self Forcing encounters challenges (visual artifacts like flickering, black frames, and quality degradation) with multimodal conditioning, we investigate an improved distillation recipe with emphasis on the quality of condition inputs as well as the initialization and schedule for the on-policy optimization. On benchmarks for multimodal-conditioned (audio, image, and text) avatar video generation including HDTF, AVSpeech, and CelebV-HQ, our distilled model matches the visual quality of the full-step, bidirectional baselines of similar or larger size with 20x less inference cost and latency. Further, we integrate our model with audio language models and long-form video inference technique Anchor-Heavy Identity Sinks to build LiveTalk, a real-time multimodal interactive avatar system. System-level evaluation on our curated multi-turn interaction benchmark shows LiveTalk outperforms state-of-the-art models (Sora2, Veo3) in multi-turn video coherence and content quality, while reducing response latency from 1 to 2 minutes to real-time generation, enabling seamless human-AI multimodal interaction.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Knowledge distillation (KD) is a common approach to compress a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, in the context of autoregressive language models (LMs), we empirically find that larger teacher LMs might dramatically result in a poorer student. In response to this problem, we conduct a series of analyses and reveal that different tokens have different teaching modes, neglecting which will lead to performance degradation. Motivated by this, we propose a simple yet effective adaptive teaching approach (ATKD) to improve the KD. The core of ATKD is to reduce rote learning and make teaching more diverse and flexible. Extensive experiments on 8 LM tasks show that, with the help of ATKD, various baseline KD methods can achieve consistent and significant performance gains (up to +3.04% average score) across all model types and sizes. More encouragingly, ATKD can improve the student model generalization effectively.

Knowledge distillation is a popular technique for training a small student network to emulate a larger teacher model, such as an ensemble of networks. We show that while knowledge distillation can improve student generalization, it does not typically work as it is commonly understood: there often remains a surprisingly large discrepancy between the predictive distributions of the teacher and the student, even in cases when the student has the capacity to perfectly match the teacher. We identify difficulties in optimization as a key reason for why the student is unable to match the teacher. We also show how the details of the dataset used for distillation play a role in how closely the student matches the teacher -- and that more closely matching the teacher paradoxically does not always lead to better student generalization.

Knowledge distillation (KD) has gained a lot of attention in the field of model compression for edge devices thanks to its effectiveness in compressing large powerful networks into smaller lower-capacity models. Online distillation, in which both the teacher and the student are learning collaboratively, has also gained much interest due to its ability to improve on the performance of the networks involved. The Kullback-Leibler (KL) divergence ensures the proper knowledge transfer between the teacher and student. However, most online KD techniques present some bottlenecks under the network capacity gap. By cooperatively and simultaneously training, the models the KL distance becomes incapable of properly minimizing the teacher's and student's distributions. Alongside accuracy, critical edge device applications are in need of well-calibrated compact networks. Confidence calibration provides a sensible way of getting trustworthy predictions. We propose BD-KD: Balancing of Divergences for online Knowledge Distillation. We show that adaptively balancing between the reverse and forward divergences shifts the focus of the training strategy to the compact student network without limiting the teacher network's learning process. We demonstrate that, by performing this balancing design at the level of the student distillation loss, we improve upon both performance accuracy and calibration of the compact student network. We conducted extensive experiments using a variety of network architectures and show improvements on multiple datasets including CIFAR-10, CIFAR-100, Tiny-ImageNet, and ImageNet. We illustrate the effectiveness of our approach through comprehensive comparisons and ablations with current state-of-the-art online and offline KD techniques.

Transformer-based architectures have become the de-facto standard models for diverse vision tasks owing to their superior performance. As the size of the models continues to scale up, model distillation becomes extremely important in various real applications, particularly on devices limited by computational resources. However, prevailing knowledge distillation methods exhibit diminished efficacy when confronted with a large capacity gap between the teacher and the student, e.g, 10x compression rate. In this paper, we present a novel approach named Automatic Multi-step Distillation (AMD) for large-scale vision model compression. In particular, our distillation process unfolds across multiple steps. Initially, the teacher undergoes distillation to form an intermediate teacher-assistant model, which is subsequently distilled further to the student. An efficient and effective optimization framework is introduced to automatically identify the optimal teacher-assistant that leads to the maximal student performance. We conduct extensive experiments on multiple image classification datasets, including CIFAR-10, CIFAR-100, and ImageNet. The findings consistently reveal that our approach outperforms several established baselines, paving a path for future knowledge distillation methods on large-scale vision models.

Despite the advanced intelligence abilities of large language models (LLMs) in various applications, they still face significant computational and storage demands. Knowledge Distillation (KD) has emerged as an effective strategy to improve the performance of a smaller LLM (i.e., the student model) by transferring knowledge from a high-performing LLM (i.e., the teacher model). Prevailing techniques in LLM distillation typically use a black-box model API to generate high-quality pretrained and aligned datasets, or utilize white-box distillation by altering the loss function to better transfer knowledge from the teacher LLM. However, these methods ignore the knowledge differences between the student and teacher LLMs across domains. This results in excessive focus on domains with minimal performance gaps and insufficient attention to domains with large gaps, reducing overall performance. In this paper, we introduce a new LLM distillation framework called DDK, which dynamically adjusts the composition of the distillation dataset in a smooth manner according to the domain performance differences between the teacher and student models, making the distillation process more stable and effective. Extensive evaluations show that DDK significantly improves the performance of student models, outperforming both continuously pretrained baselines and existing knowledge distillation methods by a large margin.

Reasoning distillation has attracted increasing attention. It typically leverages a large teacher model to generate reasoning paths, which are then used to fine-tune a student model so that it mimics the teacher's behavior in training contexts. However, previous approaches have lacked a detailed analysis of the origins of the distilled model's capabilities. It remains unclear whether the student can maintain consistent behaviors with the teacher in novel test-time contexts, or whether it regresses to its original output patterns, raising concerns about the generalization of distillation models. To analyse this question, we introduce a cross-model Reasoning Distillation Provenance Tracing framework. For each action (e.g., a sentence) produced by the distilled model, we obtain the predictive probabilities assigned by the teacher, the original student, and the distilled model under the same context. By comparing these probabilities, we classify each action into different categories. By systematically disentangling the provenance of each action, we experimentally demonstrate that, in test-time contexts, the distilled model can indeed generate teacher-originated actions, which correlate with and plausibly explain observed performance on distilled model. Building on this analysis, we further propose a teacher-guided data selection method. Unlike prior approach that rely on heuristics, our method directly compares teacher-student divergences on the training data, providing a principled selection criterion. We validate the effectiveness of our approach across multiple representative teacher models and diverse student models. The results highlight the utility of our provenance-tracing framework and underscore its promise for reasoning distillation. We hope to share Reasoning Distillation Provenance Tracing and our insights into reasoning distillation with the community.

Knowledge Distillation (KD) in general and feature distillation in particular are promising techniques for reducing the high computational demand of large language models (LLMs). However, traditional feature KD methods typically assume that the teacher and the student share the same hidden size, limiting the flexibility of the student's architecture. A common solution to this problem involves training a linear projector to align their feature spaces, but this introduces additional parameters that must be learned from scratch and often degrades performance on downstream tasks, especially in generative settings. To address this issue, in this work, we propose a novel task-based feature distillation method that enables knowledge transfer between teacher and student models with different hidden layer dimensions, without introducing any new parameters. Leveraging the insight that only a subset of LLM components contribute significantly to a specific downstream task, our approach identifies the most task-relevant hidden units in the teacher and directly distills their activations to the student. Our method is flexible and easily integrates with other distillation frameworks. Empirical results show consistent improvements over prior approaches across diverse tasks, including classification, instruction-following, and summarization, achieving up to a 3\% performance gain over the linear projection baseline.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

Knowledge Distillation (KD) consists of transferring “knowledge” from one machine learning model (the teacher) to another (the student). Commonly, the teacher is a high-capacity model with formidable performance, while the student is more compact. By transferring knowledge, one hopes to benefit from the student’s compactness, without sacrificing too much performance. We study KD from a new perspective: rather than compressing models, we train students parameterized identically to their teachers. Surprisingly, these Born-Again Networks (BANs), outperform their teachers significantly, both on computer vision and language modeling tasks. Our experiments with BANs based on DenseNets demonstrate state-of-the-art performance on the CIFAR-10 (3.5%) and CIFAR-100 (15.5%) datasets, by validation error. Additional experiments explore two distillation objectives: (i) Confidence-Weighted by Teacher Max (CWTM) and (ii) Dark Knowledge with Permuted Predictions (DKPP). Both methods elucidate the essential components of KD, demonstrating the effect of the teacher outputs on both predicted and non-predicted classes.

We propose Hydra-MDP, a novel paradigm employing multiple teachers in a teacher-student model. This approach uses knowledge distillation from both human and rule-based teachers to train the student model, which features a multi-head decoder to learn diverse trajectory candidates tailored to various evaluation metrics. With the knowledge of rule-based teachers, Hydra-MDP learns how the environment influences the planning in an end-to-end manner instead of resorting to non-differentiable post-processing. This method achieves the 1^{st} place in the Navsim challenge, demonstrating significant improvements in generalization across diverse driving environments and conditions. More details by visiting https://github.com/NVlabs/Hydra-MDP.

Despite the fact that deep neural networks are powerful models and achieve appealing results on many tasks, they are too large to be deployed on edge devices like smartphones or embedded sensor nodes. There have been efforts to compress these networks, and a popular method is knowledge distillation, where a large (teacher) pre-trained network is used to train a smaller (student) network. However, in this paper, we show that the student network performance degrades when the gap between student and teacher is large. Given a fixed student network, one cannot employ an arbitrarily large teacher, or in other words, a teacher can effectively transfer its knowledge to students up to a certain size, not smaller. To alleviate this shortcoming, we introduce multi-step knowledge distillation, which employs an intermediate-sized network (teacher assistant) to bridge the gap between the student and the teacher. Moreover, we study the effect of teacher assistant size and extend the framework to multi-step distillation. Theoretical analysis and extensive experiments on CIFAR-10,100 and ImageNet datasets and on CNN and ResNet architectures substantiate the effectiveness of our proposed approach.

Knowledge Distillation (KD) has emerged as a promising approach for transferring knowledge from a larger, more complex teacher model to a smaller student model. Traditionally, KD involves training the student to mimic the teacher's output probabilities, while more advanced techniques have explored guiding the student to adopt the teacher's internal representations. Despite its widespread success, the performance of KD in binary classification and few-class problems has been less satisfactory. This is because the information about the teacher model's generalization patterns scales directly with the number of classes. Moreover, several sophisticated distillation methods may not be universally applicable or effective for data types beyond Computer Vision. Consequently, effective distillation techniques remain elusive for a range of key real-world applications, such as sentiment analysis, search query understanding, and advertisement-query relevance assessment. Taking these observations into account, we introduce a novel method for distilling knowledge from the teacher's model representations, which we term Learning Embedding Linear Projections (LELP). Inspired by recent findings about the structure of final-layer representations, LELP works by identifying informative linear subspaces in the teacher's embedding space, and splitting them into pseudo-subclasses. The student model is then trained to replicate these pseudo-classes. Our experimental evaluation on large-scale NLP benchmarks like Amazon Reviews and Sentiment140 demonstrate the LELP is consistently competitive with, and typically superior to, existing state-of-the-art distillation algorithms for binary and few-class problems, where most KD methods suffer.

Vision foundation models trained via multi-teacher distillation offer a promising path toward unified visual representations, yet the learning dynamics and data efficiency of such approaches remain underexplored. In this paper, we systematically study multi-teacher distillation for vision foundation models and identify key factors that enable training at lower computational cost. We introduce Agglomerative Mixture-of-Experts Vision Foundation Models (AMoE), which distill knowledge from SigLIP2 and DINOv3 simultaneously into a Mixture-of-Experts student. We show that (1) our Asymmetric Relation-Knowledge Distillation loss preserves the geometric properties of each teacher while enabling effective knowledge transfer, (2) token-balanced batching that packs varying-resolution images into sequences with uniform token budgets stabilizes representation learning across resolutions without sacrificing performance, and (3) hierarchical clustering and sampling of training data--typically reserved for self-supervised learning--substantially improves sample efficiency over random sampling for multi-teacher distillation. By combining these findings, we curate OpenLVD200M, a 200M-image corpus that demonstrates superior efficiency for multi-teacher distillation. Instantiated in a Mixture-of-Experts. We release OpenLVD200M and distilled models.

Knowledge distillation (KD) has been widely used for model compression and knowledge transfer. Typically, a big teacher model trained on sufficient data transfers knowledge to a small student model. However, despite the success of KD, little effort has been made to study whether KD leaks the training data of the teacher model. In this paper, we experimentally reveal that KD suffers from the risk of privacy leakage. To alleviate this issue, we propose a novel knowledge distillation method, swing distillation, which can effectively protect the private information of the teacher model from flowing to the student model. In our framework, the temperature coefficient is dynamically and adaptively adjusted according to the degree of private information contained in the data, rather than a predefined constant hyperparameter. It assigns different temperatures to tokens according to the likelihood that a token in a position contains private information. In addition, we inject noise into soft targets provided to the student model, in order to avoid unshielded knowledge transfer. Experiments on multiple datasets and tasks demonstrate that the proposed swing distillation can significantly reduce (by over 80% in terms of canary exposure) the risk of privacy leakage in comparison to KD with competitive or better performance. Furthermore, swing distillation is robust against the increasing privacy budget.

Knowledge distillation (KD) aims to transfer knowledge from a large teacher model to a smaller student model. Previous work applying KD in the field of large language models (LLMs) typically focused on the post-training phase, where the student LLM learns directly from instructions and corresponding responses generated by the teacher model. In this paper, we extend KD to the pre-training phase of LLMs, named pre-training distillation (PD). We first conduct a preliminary experiment using GLM-4-9B as the teacher LLM to distill a 1.9B parameter student LLM, validating the effectiveness of PD. Considering the key impact factors of distillation, we systematically explore the design space of pre-training distillation across four aspects: logits processing, loss selection, scaling law, and offline or online logits. We conduct extensive experiments to explore the design space of pre-training distillation and find better configurations and interesting conclusions, such as larger student LLMs generally benefiting more from pre-training distillation, while a larger teacher LLM does not necessarily guarantee better results. We hope our exploration of the design space will inform future practices in pre-training distillation.

Knowledge distillation aims to train a compact student network using soft supervision from a larger teacher network and hard supervision from ground truths. However, determining an optimal knowledge fusion ratio that balances these supervisory signals remains challenging. Prior methods generally resort to a constant or heuristic-based fusion ratio, which often falls short of a proper balance. In this study, we introduce a novel adaptive method for learning a sample-wise knowledge fusion ratio, exploiting both the correctness of teacher and student, as well as how well the student mimics the teacher on each sample. Our method naturally leads to the intra-sample trilateral geometric relations among the student prediction (S), teacher prediction (T), and ground truth (G). To counterbalance the impact of outliers, we further extend to the inter-sample relations, incorporating the teacher's global average prediction T for samples within the same class. A simple neural network then learns the implicit mapping from the intra- and inter-sample relations to an adaptive, sample-wise knowledge fusion ratio in a bilevel-optimization manner. Our approach provides a simple, practical, and adaptable solution for knowledge distillation that can be employed across various architectures and model sizes. Extensive experiments demonstrate consistent improvements over other loss re-weighting methods on image classification, attack detection, and click-through rate prediction.

Although large models have shown a strong capacity to solve large-scale problems in many areas including natural language and computer vision, their voluminous parameters are hard to deploy in a real-time system due to computational and energy constraints. Addressing this, knowledge distillation through Teacher-Student architecture offers a sustainable pathway to compress the knowledge of large models into more manageable sizes without significantly compromising performance. To enhance the robustness and interpretability of this framework, it is critical to understand how individual training data impact model performance, which is an area that remains underexplored. We propose the Knowledge Distillation with Adaptive Influence Weight (KD-AIF) framework which leverages influence functions from robust statistics to assign weights to training data, grounded in the four key SAFE principles: Sustainability, Accuracy, Fairness, and Explainability. This novel approach not only optimizes distillation but also increases transparency by revealing the significance of different data. The exploration of various update mechanisms within the KD-AIF framework further elucidates its potential to significantly improve learning efficiency and generalization in student models, marking a step toward more explainable and deployable Large Models. KD-AIF is effective in knowledge distillation while also showing exceptional performance in semi-supervised learning with outperforms existing baselines and methods in multiple benchmarks (CIFAR-100, CIFAR-10-4k, SVHN-1k, and GLUE).

Advanced Large language models (LLMs) like GPT-4 or LlaMa 3 provide superior performance in complex human-like interactions. But they are costly, or too large for edge devices such as smartphones and harder to self-host, leading to security and privacy concerns. This paper introduces a novel interpretable knowledge distillation approach to enhance the performance of smaller, more economical LLMs that firms can self-host. We study this problem in the context of building a customer service agent aimed at achieving high customer satisfaction through goal-oriented dialogues. Unlike traditional knowledge distillation, where the "student" model learns directly from the "teacher" model's responses via fine-tuning, our interpretable "strategy" teaching approach involves the teacher providing strategies to improve the student's performance in various scenarios. This method alternates between a "scenario generation" step and a "strategies for improvement" step, creating a customized library of scenarios and optimized strategies for automated prompting. The method requires only black-box access to both student and teacher models; hence it can be used without manipulating model parameters. In our customer service application, the method improves performance, and the learned strategies are transferable to other LLMs and scenarios beyond the training set. The method's interpretabilty helps safeguard against potential harms through human audit.

The burgeoning complexity of contemporary deep learning models, while achieving unparalleled accuracy, has inadvertently introduced deployment challenges in resource-constrained environments. Knowledge distillation, a technique aiming to transfer knowledge from a high-capacity "teacher" model to a streamlined "student" model, emerges as a promising solution to this dilemma. This paper provides a comprehensive overview of the knowledge distillation paradigm, emphasizing its foundational principles such as the utility of soft labels and the significance of temperature scaling. Through meticulous examination, we elucidate the critical determinants of successful distillation, including the architecture of the student model, the caliber of the teacher, and the delicate balance of hyperparameters. While acknowledging its profound advantages, we also delve into the complexities and challenges inherent in the process. Our exploration underscores knowledge distillation's potential as a pivotal technique in optimizing the trade-off between model performance and deployment efficiency.

Knowledge distillation aims to learn a lightweight student network from a pre-trained teacher network. In practice, existing knowledge distillation methods are usually infeasible when the original training data is unavailable due to some privacy issues and data management considerations. Therefore, data-free knowledge distillation approaches proposed to collect training instances from the Internet. However, most of them have ignored the common distribution shift between the instances from original training data and webly collected data, affecting the reliability of the trained student network. To solve this problem, we propose a novel method dubbed ``Knowledge Distillation between Different Distributions" (KD^{3}), which consists of three components. Specifically, we first dynamically select useful training instances from the webly collected data according to the combined predictions of teacher network and student network. Subsequently, we align both the weighted features and classifier parameters of the two networks for knowledge memorization. Meanwhile, we also build a new contrastive learning block called MixDistribution to generate perturbed data with a new distribution for instance alignment, so that the student network can further learn a distribution-invariant representation. Intensive experiments on various benchmark datasets demonstrate that our proposed KD^{3} can outperform the state-of-the-art data-free knowledge distillation approaches.

Knowledge distillation is a technique aimed at enhancing the performance of a smaller student network without increasing its parameter size by transferring knowledge from a larger, pre-trained teacher network. Previous approaches have predominantly focused on distilling global feature information while overlooking the importance of disentangling the diverse types of information embedded within different regions of the feature. In this work, we introduce multi-scale decoupling in the feature transfer process for the first time, where the decoupled local features are individually processed and integrated with contrastive learning. Moreover, compared to previous contrastive learning-based distillation methods, our approach not only reduces computational costs but also enhances efficiency, enabling performance improvements for the student network using only single-batch samples. Extensive evaluations on CIFAR-100 and ImageNet demonstrate our method's superiority, with some student networks distilled using our method even surpassing the performance of their pre-trained teacher networks. These results underscore the effectiveness of our approach in enabling student networks to thoroughly absorb knowledge from teacher networks.

Black-box distillation creates student large language models (LLMs) by learning from a proprietary teacher model's text outputs alone, without access to its internal logits or parameters. In this work, we introduce Generative Adversarial Distillation (GAD), which enables on-policy and black-box distillation. GAD frames the student LLM as a generator and trains a discriminator to distinguish its responses from the teacher LLM's, creating a minimax game. The discriminator acts as an on-policy reward model that co-evolves with the student, providing stable, adaptive feedback. Experimental results show that GAD consistently surpasses the commonly used sequence-level knowledge distillation. In particular, Qwen2.5-14B-Instruct (student) trained with GAD becomes comparable to its teacher, GPT-5-Chat, on the LMSYS-Chat automatic evaluation. The results establish GAD as a promising and effective paradigm for black-box LLM distillation.

Large language models (LLMs) demonstrate remarkable reasoning capabilities in tasks such as algorithmic coding and mathematical problem-solving. Recent methods have improved reasoning through expanded corpus and multistage training combining reinforcement learning and supervised fine-tuning. Although some methods suggest that small but targeted dataset can incentivize reasoning via only distillation, a reasoning scaling laws is still taking shape, increasing computational costs. To address this, we propose a data-efficient distillation framework (DED) that optimizes the Pareto frontier of reasoning distillation. Inspired by the on-policy learning and diverse roll-out strategies of reinforcement learning, the key idea of our approach is threefold: (1) We identify that benchmark scores alone do not determine an effective teacher model. Through comprehensive comparisons of leading reasoning LLMs, we develop a method to select an optimal teacher model. (2) While scaling distillation can enhance reasoning, it often degrades out-of-domain performance. A carefully curated, smaller corpus achieves a balanced trade-off between in-domain and out-of-domain capabilities. (3) Diverse reasoning trajectories encourage the student model to develop robust reasoning skills. We validate our method through evaluations on mathematical reasoning (AIME 2024/2025, MATH-500) and code generation (LiveCodeBench), achieving state-of-the-art results with only 0.8k carefully curated examples, bypassing the need for extensive scaling. Our systematic analysis demonstrates that DED outperforms existing methods by considering factors beyond superficial hardness, token length, or teacher model capability. This work offers a practical and efficient pathway to advanced reasoning while preserving general capabilities.

Layer-wise distillation is a powerful tool to compress large models (i.e. teacher models) into small ones (i.e., student models). The student distills knowledge from the teacher by mimicking the hidden representations of the teacher at every intermediate layer. However, layer-wise distillation is difficult. Since the student has a smaller model capacity than the teacher, it is often under-fitted. Furthermore, the hidden representations of the teacher contain redundant information that the student does not necessarily need for the target task's learning. To address these challenges, we propose a novel Task-aware layEr-wise Distillation (TED). TED designs task-aware filters to align the hidden representations of the student and the teacher at each layer. The filters select the knowledge that is useful for the target task from the hidden representations. As such, TED reduces the knowledge gap between the two models and helps the student to fit better on the target task. We evaluate TED in two scenarios: continual pre-training and fine-tuning. TED demonstrates significant and consistent improvements over existing distillation methods in both scenarios. Code is available at https://github.com/cliang1453/task-aware-distillation.

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.

Knowledge distillation (KD) has been extensively employed to transfer the knowledge from a large teacher model to the smaller students, where the parameters of the teacher are fixed (or partially) during training. Recent studies show that this mode may cause difficulties in knowledge transfer due to the mismatched model capacities. To alleviate the mismatch problem, teacher-student joint training methods, e.g., online distillation, have been proposed, but it always requires expensive computational cost. In this paper, we present a parameter-efficient and student-friendly knowledge distillation method, namely PESF-KD, to achieve efficient and sufficient knowledge transfer by updating relatively few partial parameters. Technically, we first mathematically formulate the mismatch as the sharpness gap between their predictive distributions, where we show such a gap can be narrowed with the appropriate smoothness of the soft label. Then, we introduce an adapter module for the teacher and only update the adapter to obtain soft labels with appropriate smoothness. Experiments on a variety of benchmarks show that PESF-KD can significantly reduce the training cost while obtaining competitive results compared to advanced online distillation methods. Code will be released upon acceptance.

Black-Box Knowledge Distillation (B2KD) is a formulated problem for cloud-to-edge model compression with invisible data and models hosted on the server. B2KD faces challenges such as limited Internet exchange and edge-cloud disparity of data distributions. In this paper, we formalize a two-step workflow consisting of deprivatization and distillation, and theoretically provide a new optimization direction from logits to cell boundary different from direct logits alignment. With its guidance, we propose a new method Mapping-Emulation KD (MEKD) that distills a black-box cumbersome model into a lightweight one. Our method does not differentiate between treating soft or hard responses, and consists of: 1) deprivatization: emulating the inverse mapping of the teacher function with a generator, and 2) distillation: aligning low-dimensional logits of the teacher and student models by reducing the distance of high-dimensional image points. For different teacher-student pairs, our method yields inspiring distillation performance on various benchmarks, and outperforms the previous state-of-the-art approaches.

Knowledge distillation (KD) exploits a large well-trained model (i.e., teacher) to train a small student model on the same dataset for the same task. Treating teacher features as knowledge, prevailing methods of knowledge distillation train student by aligning its features with the teacher's, e.g., by minimizing the KL-divergence between their logits or L2 distance between their intermediate features. While it is natural to believe that better alignment of student features to the teacher better distills teacher knowledge, simply forcing this alignment does not directly contribute to the student's performance, e.g., classification accuracy. In this work, we propose to align student features with class-mean of teacher features, where class-mean naturally serves as a strong classifier. To this end, we explore baseline techniques such as adopting the cosine distance based loss to encourage the similarity between student features and their corresponding class-means of the teacher. Moreover, we train the student to produce large-norm features, inspired by other lines of work (e.g., model pruning and domain adaptation), which find the large-norm features to be more significant. Finally, we propose a rather simple loss term (dubbed ND loss) to simultaneously (1) encourage student to produce large-norm features, and (2) align the direction of student features and teacher class-means. Experiments on standard benchmarks demonstrate that our explored techniques help existing KD methods achieve better performance, i.e., higher classification accuracy on ImageNet and CIFAR100 datasets, and higher detection precision on COCO dataset. Importantly, our proposed ND loss helps the most, leading to the state-of-the-art performance on these benchmarks. The source code is available at https://github.com/WangYZ1608/Knowledge-Distillation-via-ND.

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.

Large-scale vision-language models (VLMs) have recently achieved remarkable multimodal understanding, but their massive size makes them impractical for deployment on mobile or edge devices. This raises the need for compact yet capable VLMs that can efficiently learn from powerful large teachers. However, distilling knowledge from a large teacher to a small student remains challenging due to their large size gap: the student often fails to reproduce the teacher's complex, high-dimensional representations, leading to unstable learning and degraded performance. To address this, we propose Masters (Masking Teacher and Reinforcing Student), a mask-progressive reinforcement learning (RL) distillation framework. Masters first masks non-dominant weights of the teacher to reduce unnecessary complexity, then progressively restores the teacher by gradually increasing its capacity during training. This strategy allows the student to learn richer representations from the teacher in a smooth and stable manner. To further refine knowledge transfer, Masters integrates an offline RL stage with two complementary rewards: an accuracy reward that measures the correctness of the generated responses, and a distillation reward that quantifies the ease of transferring responses from teacher to student. Unlike online think-answer RL paradigms that are computationally expensive and generate lengthy responses, our offline RL leverages pre-generated responses from masked teachers. These provide rich yet efficient guidance, enabling students to achieve strong performance without requiring the think-answer process.

We propose ClassroomKD, a novel multi-mentor knowledge distillation framework inspired by classroom environments to enhance knowledge transfer between the student and multiple mentors with different knowledge levels. Unlike traditional methods that rely on fixed mentor-student relationships, our framework dynamically selects and adapts the teaching strategies of diverse mentors based on their effectiveness for each data sample. ClassroomKD comprises two main modules: the Knowledge Filtering (KF) module and the Mentoring module. The KF Module dynamically ranks mentors based on their performance for each input, activating only high-quality mentors to minimize error accumulation and prevent information loss. The Mentoring Module adjusts the distillation strategy by tuning each mentor's influence according to the dynamic performance gap between the student and mentors, effectively modulating the learning pace. Extensive experiments on image classification (CIFAR-100 and ImageNet) and 2D human pose estimation (COCO Keypoints and MPII Human Pose) demonstrate that ClassroomKD outperforms existing knowledge distillation methods for different network architectures. Our results highlight that a dynamic and adaptive approach to mentor selection and guidance leads to more effective knowledge transfer, paving the way for enhanced model performance through distillation.

Dense visual prediction tasks, such as detection and segmentation, are crucial for time-critical applications (e.g., autonomous driving and video surveillance). While deep models achieve strong performance, their efficiency remains a challenge. Knowledge distillation (KD) is an effective model compression technique, but existing feature-based KD methods rely on static, teacher-driven feature selection, failing to adapt to the student's evolving learning state or leverage dynamic student-teacher interactions. To address these limitations, we propose Adaptive student-teacher Cooperative Attention Masking for Knowledge Distillation (ACAM-KD), which introduces two key components: (1) Student-Teacher Cross-Attention Feature Fusion (STCA-FF), which adaptively integrates features from both models for a more interactive distillation process, and (2) Adaptive Spatial-Channel Masking (ASCM), which dynamically generates importance masks to enhance both spatial and channel-wise feature selection. Unlike conventional KD methods, ACAM-KD adapts to the student's evolving needs throughout the entire distillation process. Extensive experiments on multiple benchmarks validate its effectiveness. For instance, on COCO2017, ACAM-KD improves object detection performance by up to 1.4 mAP over the state-of-the-art when distilling a ResNet-50 student from a ResNet-101 teacher. For semantic segmentation on Cityscapes, it boosts mIoU by 3.09 over the baseline with DeepLabV3-MobileNetV2 as the student model.

Knowledge distillation (KD) is a widely used framework for training compact, task-specific models by leveraging the knowledge of teacher models. However, its application to active learning (AL), which aims to minimize annotation costs through iterative sample selection, remains underexplored. This gap stems from the fact that KD typically assumes access to sufficient labeled data, whereas AL operates in data-scarce scenarios where task-specific teacher models are often unavailable. In this paper, we introduce ActiveKD, a framework that integrates AL with KD by leveraging the zero- and few-shot capabilities of large vision-language models (VLMs). A key aspect of ActiveKD is the structured prediction bias of VLMs -- i.e., their predictions form clusters in the probability space. We regard this structure as an inductive bias of the teacher model, capturing generalizable output patterns beneficial to student learning. To exploit this bias, we propose Probabilistic CoreSet (PCoreSet), a selection strategy that maximizes coverage in the probability space rather than the feature space. PCoreSet strategically selects categorically diverse unlabeled samples, facilitating more efficient transfer of teacher knowledge under limited annotation budgets. Evaluations on 11 datasets show that PCoreSet consistently outperforms existing selection methods within the ActiveKD framework, advancing research at the intersection of AL and KD.

Distillation has shown remarkable success in transferring knowledge from a Large Language Model (LLM) teacher to a student LLM. However, current distillation methods predominantly require the same tokenizer between the teacher and the student, restricting their applicability to only a small subset of teacher-student pairs. In this work, we develop a cross-tokenizer distillation method to solve this crucial deficiency. Our method is the first to enable cross-tokenizer distillation without a next-token prediction loss as the main objective, instead purely maximizing the student predictions' similarity to the teacher's predictions (known as pure distillation), while also being robust to large mismatches between the teacher and the student tokenizer function and vocabulary. Empirically, our method enables substantially improved performance as tested on two use cases. First, we show that viewing tokenizer transfer as self-distillation enables unprecedently effective transfer across tokenizers. We transfer (subword-level) Llama and Gemma models to byte-level tokenization more effectively than prior methods transfer to a similar subword tokenizer under a comparable training budget. Transferring different base models to the same tokenizer also enables ensembling them (e.g., via averaging their predicted probabilities) which boosts performance. Second, we use our cross-tokenizer distillation method to distil a large maths-specialized LLM into a smaller model, achieving competitive maths problem-solving performance. Overall, our results make substantial strides toward better adaptability and enhanced interaction between different LLMs.

Deploying large language models (LLMs) of several billion parameters can be impractical in most industrial use cases due to constraints such as cost, latency limitations, and hardware accessibility. Knowledge distillation (KD) offers a solution by compressing knowledge from resource-intensive large models to smaller ones. Various strategies exist, some relying on the text generated by the teacher model and optionally utilizing his logits to enhance learning. However, these methods based on logits often require both teacher and student models to share the same tokenizer, limiting their applicability across different LLM families. In this paper, we introduce Universal Logit Distillation (ULD) loss, grounded in optimal transport, to address this limitation. Our experimental results demonstrate the effectiveness of ULD loss in enabling distillation across models with different architectures and tokenizers, paving the way to a more widespread use of distillation techniques.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

Most existing distillation methods ignore the flexible role of the temperature in the loss function and fix it as a hyper-parameter that can be decided by an inefficient grid search. In general, the temperature controls the discrepancy between two distributions and can faithfully determine the difficulty level of the distillation task. Keeping a constant temperature, i.e., a fixed level of task difficulty, is usually sub-optimal for a growing student during its progressive learning stages. In this paper, we propose a simple curriculum-based technique, termed Curriculum Temperature for Knowledge Distillation (CTKD), which controls the task difficulty level during the student's learning career through a dynamic and learnable temperature. Specifically, following an easy-to-hard curriculum, we gradually increase the distillation loss w.r.t. the temperature, leading to increased distillation difficulty in an adversarial manner. As an easy-to-use plug-in technique, CTKD can be seamlessly integrated into existing knowledge distillation frameworks and brings general improvements at a negligible additional computation cost. Extensive experiments on CIFAR-100, ImageNet-2012, and MS-COCO demonstrate the effectiveness of our method. Our code is available at https://github.com/zhengli97/CTKD.

Despite the success of distillation in large language models (LLMs), most prior work applies identical loss functions to both teacher- and student-generated data. These strategies overlook the synergy between loss formulations and data types, leading to a suboptimal performance boost in student models. To address this, we propose DistiLLM-2, a contrastive approach that simultaneously increases the likelihood of teacher responses and decreases that of student responses by harnessing this synergy. Our extensive experiments show that DistiLLM-2 not only builds high-performing student models across a wide range of tasks, including instruction-following and code generation, but also supports diverse applications, such as preference alignment and vision-language extensions. These findings highlight the potential of a contrastive approach to enhance the efficacy of LLM distillation by effectively aligning teacher and student models across varied data types.

The exponential growth of Large Language Models (LLMs) continues to highlight the need for efficient strategies to meet ever-expanding computational and data demands. This survey provides a comprehensive analysis of two complementary paradigms: Knowledge Distillation (KD) and Dataset Distillation (DD), both aimed at compressing LLMs while preserving their advanced reasoning capabilities and linguistic diversity. We first examine key methodologies in KD, such as task-specific alignment, rationale-based training, and multi-teacher frameworks, alongside DD techniques that synthesize compact, high-impact datasets through optimization-based gradient matching, latent space regularization, and generative synthesis. Building on these foundations, we explore how integrating KD and DD can produce more effective and scalable compression strategies. Together, these approaches address persistent challenges in model scalability, architectural heterogeneity, and the preservation of emergent LLM abilities. We further highlight applications across domains such as healthcare and education, where distillation enables efficient deployment without sacrificing performance. Despite substantial progress, open challenges remain in preserving emergent reasoning and linguistic diversity, enabling efficient adaptation to continually evolving teacher models and datasets, and establishing comprehensive evaluation protocols. By synthesizing methodological innovations, theoretical foundations, and practical insights, our survey charts a path toward sustainable, resource-efficient LLMs through the tighter integration of KD and DD principles.

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

This work investigates the compatibility between label smoothing (LS) and knowledge distillation (KD). Contemporary findings addressing this thesis statement take dichotomous standpoints: Muller et al. (2019) and Shen et al. (2021b). Critically, there is no effort to understand and resolve these contradictory findings, leaving the primal question -- to smooth or not to smooth a teacher network? -- unanswered. The main contributions of our work are the discovery, analysis and validation of systematic diffusion as the missing concept which is instrumental in understanding and resolving these contradictory findings. This systematic diffusion essentially curtails the benefits of distilling from an LS-trained teacher, thereby rendering KD at increased temperatures ineffective. Our discovery is comprehensively supported by large-scale experiments, analyses and case studies including image classification, neural machine translation and compact student distillation tasks spanning across multiple datasets and teacher-student architectures. Based on our analysis, we suggest practitioners to use an LS-trained teacher with a low-temperature transfer to achieve high performance students. Code and models are available at https://keshik6.github.io/revisiting-ls-kd-compatibility/

Knowledge distillation (KD) is widely used to train small, high-performing student language models (LMs) using large teacher LMs. While effective in fine-tuning, KD during pre-training faces challenges in efficiency, flexibility, and effectiveness. Existing methods either incur high computational costs due to online teacher inference, require tokenization matching between teacher and student LMs, or risk losing the difficulty and diversity of the teacher-generated training data. To address these issues, we propose MiniPLM, a KD framework for pre-training LMs by refining the training data distribution with the teacher's knowledge. For efficiency, MiniPLM performs offline teacher LM inference, allowing KD for multiple student LMs without adding training-time costs. For flexibility, MiniPLM operates solely on the training corpus, enabling KD across model families. For effectiveness, MiniPLM leverages the differences between large and small LMs to enhance the difficulty and diversity of the training data, helping student LMs acquire versatile and sophisticated knowledge. Extensive experiments demonstrate that MiniPLM boosts the student LMs' performance on 9 widely used downstream tasks, improves the language modeling capabilities, and reduces pre-training computation. The benefit of MiniPLM extends to large pre-training scales, evidenced by the extrapolation of the scaling curves. Further analysis reveals that MiniPLM supports KD across model families and enhances the utilization of pre-training data. Our model, code, and data are available at https://github.com/thu-coai/MiniPLM.

Knowledge distillation is often used to transfer knowledge from a strong teacher model to a relatively weak student model. Traditional methods include response-based methods and feature-based methods. Response-based methods are widely used but suffer from lower upper limits of performance due to their ignorance of intermediate signals, while feature-based methods have constraints on vocabularies, tokenizers and model architectures. In this paper, we propose a liberal feature-based distillation method (LEAD). LEAD aligns the distribution between the intermediate layers of teacher model and student model, which is effective, extendable, portable and has no requirements on vocabularies, tokenizers, or model architectures. Extensive experiments show the effectiveness of LEAD on widely-used benchmarks, including MS MARCO Passage Ranking, TREC 2019 DL Track, MS MARCO Document Ranking and TREC 2020 DL Track. Our code is available in https://github.com/microsoft/SimXNS/tree/main/LEAD.

Distilling knowledge from a large teacher model to a lightweight one is a widely successful approach for generating compact, powerful models in the semi-supervised learning setting where a limited amount of labeled data is available. In large-scale applications, however, the teacher tends to provide a large number of incorrect soft-labels that impairs student performance. The sheer size of the teacher additionally constrains the number of soft-labels that can be queried due to prohibitive computational and/or financial costs. The difficulty in achieving simultaneous efficiency (i.e., minimizing soft-label queries) and robustness (i.e., avoiding student inaccuracies due to incorrect labels) hurts the widespread application of knowledge distillation to many modern tasks. In this paper, we present a parameter-free approach with provable guarantees to query the soft-labels of points that are simultaneously informative and correctly labeled by the teacher. At the core of our work lies a game-theoretic formulation that explicitly considers the inherent trade-off between the informativeness and correctness of input instances. We establish bounds on the expected performance of our approach that hold even in worst-case distillation instances. We present empirical evaluations on popular benchmarks that demonstrate the improved distillation performance enabled by our work relative to that of state-of-the-art active learning and active distillation methods.

The world currently has an abundance of ideas for how to use new LLM agents, and developers seek to rapidly prototype and test new agentic designs. However, executing agents at scale using high-capacity LLMs incurs high inference costs. We propose a simple method for reducing LLM agent inference costs without incurring the development friction costs associated with LLM fine-tuning (long training cycles, optimization hyperparameter tweaking loops) or manual prompt engineering (laborious trial and error). Most importantly, we introduce in-context distillation, which adapts the idea of knowledge distillation (training a low cost-student model to mimic a high-cost teacher) to an in-context learning setting. Our approach retrieves relevant teacher demonstrations at each agent step and provides them to the student as in-context examples, enabling the student to imitate teacher behavior on-the-fly. We combine in-context distillation with the established idea of self-consistency cascades to know when the trust the student. This adaptive strategy realizes the cost benefits of model specialization while preserving the productivity of working with frozen models. On the multi-step embodied reasoning benchmark ALFWorld, our method matches teacher-level accuracy at 2.5\times lower cost, reducing per-episode costs from \0.059 to 0.024. The upfront demonstration cost amortizes after just 843 episodes, yielding cumulative savings exceeding \34,900 at deployment scale (1M episodes). On AppWorld, a complex agent benchmark requiring multi-step API workflows, we shift the Pareto frontier by achieving a 2times cost reduction$ at iso-accuracy. By reducing operational costs while maintaining rapid experimentation cycles with frozen models, our approach makes advanced agentic systems economically viable for a broader range of applications.

Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe', where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.

While diffusion distillation has enabled one-step generation through methods like Variational Score Distillation, adapting distilled models to emerging new controls -- such as novel structural constraints or latest user preferences -- remains challenging. Conventional approaches typically requires modifying the base diffusion model and redistilling it -- a process that is both computationally intensive and time-consuming. To address these challenges, we introduce Joint Distribution Matching (JDM), a novel approach that minimizes the reverse KL divergence between image-condition joint distributions. By deriving a tractable upper bound, JDM decouples fidelity learning from condition learning. This asymmetric distillation scheme enables our one-step student to handle controls unknown to the teacher model and facilitates improved classifier-free guidance (CFG) usage and seamless integration of human feedback learning (HFL). Experimental results demonstrate that JDM surpasses baseline methods such as multi-step ControlNet by mere one-step in most cases, while achieving state-of-the-art performance in one-step text-to-image synthesis through improved usage of CFG or HFL integration.

Knowledge distillation (KD) is widely used for compressing a teacher model to a smaller student model, reducing its inference cost and memory footprint while preserving model capabilities. However, current KD methods for auto-regressive sequence models (e.g., large language models) suffer from missing a standardized objective function. Moreover, the recent use of student-generated outputs to address training-inference mismatches has significantly escalated computational costs. To tackle these issues, we introduce DistiLLM, a more effective and efficient KD framework for auto-regressive language models. DistiLLM comprises two components: (1) a novel skew Kullback-Leibler divergence loss, where we unveil and leverage its theoretical properties, and (2) an adaptive off-policy approach designed to enhance the efficiency in utilizing student-generated outputs. Extensive experiments, including instruction-following tasks, demonstrate the effectiveness of DistiLLM in building high-performing student models while achieving up to 4.3times speedup compared to recent KD methods.

Large Language Model agents excel at solving complex tasks through iterative reasoning and tool use, but typically depend on ultra-large, costly backbones. Existing distillation approaches train smaller students to imitate full teacher trajectories, yet reasoning and knowledge gaps between the teacher and student often lead to compounding errors. We propose SCoRe, a student-centered framework in which the student generates trajectories and the teacher intervenes only at the first critical error, producing training data matched to the student's ability and exposing specific weaknesses. The student is first fine-tuned on corrected trajectories. Subsequently, short-horizon reinforcement learning starts from the verified prefix before the first critical error, with target rewards assigned at that step. This design encourages autonomous problem-solving beyond imitation and improves training stability. Particularly, on 12 challenging benchmarks, a 7B-parameter student distilled with SCoRe matches the agentic performance of a 72B-parameter teacher.

Knowledge distillation (KD) is a general neural network training approach that uses a teacher model to guide the student model. Existing works mainly study KD from the network output side (e.g., trying to design a better KD loss function), while few have attempted to understand it from the input side. Especially, its interplay with data augmentation (DA) has not been well understood. In this paper, we ask: Why do some DA schemes (e.g., CutMix) inherently perform much better than others in KD? What makes a "good" DA in KD? Our investigation from a statistical perspective suggests that a good DA scheme should reduce the covariance of the teacher-student cross-entropy. A practical metric, the stddev of teacher's mean probability (T. stddev), is further presented and well justified empirically. Besides the theoretical understanding, we also introduce a new entropy-based data-mixing DA scheme, CutMixPick, to further enhance CutMix. Extensive empirical studies support our claims and demonstrate how we can harvest considerable performance gains simply by using a better DA scheme in knowledge distillation.

The advent of scalable deep models and large datasets has improved the performance of Neural Machine Translation. Knowledge Distillation (KD) enhances efficiency by transferring knowledge from a teacher model to a more compact student model. However, KD approaches to Transformer architecture often rely on heuristics, particularly when deciding which teacher layers to distill from. In this paper, we introduce the 'Align-to-Distill' (A2D) strategy, designed to address the feature mapping problem by adaptively aligning student attention heads with their teacher counterparts during training. The Attention Alignment Module in A2D performs a dense head-by-head comparison between student and teacher attention heads across layers, turning the combinatorial mapping heuristics into a learning problem. Our experiments show the efficacy of A2D, demonstrating gains of up to +3.61 and +0.63 BLEU points for WMT-2022 De->Dsb and WMT-2014 En->De, respectively, compared to Transformer baselines.

While depth tends to improve network performances, it also makes gradient-based training more difficult since deeper networks tend to be more non-linear. The recently proposed knowledge distillation approach is aimed at obtaining small and fast-to-execute models, and it has shown that a student network could imitate the soft output of a larger teacher network or ensemble of networks. In this paper, we extend this idea to allow the training of a student that is deeper and thinner than the teacher, using not only the outputs but also the intermediate representations learned by the teacher as hints to improve the training process and final performance of the student. Because the student intermediate hidden layer will generally be smaller than the teacher's intermediate hidden layer, additional parameters are introduced to map the student hidden layer to the prediction of the teacher hidden layer. This allows one to train deeper students that can generalize better or run faster, a trade-off that is controlled by the chosen student capacity. For example, on CIFAR-10, a deep student network with almost 10.4 times less parameters outperforms a larger, state-of-the-art teacher network.

Language model (LM) distillation is a trending area that aims to distil the knowledge resided in a large teacher LM to a small student one. While various methods have been proposed to push the distillation to its limits, it is still a pain distilling LMs when a large capacity gap is exhibited between the teacher and the student LMs. The pain is mainly resulted by the curse of capacity gap, which describes that a larger teacher LM cannot always lead to a better student LM than one distilled from a smaller teacher LM due to the affect of capacity gap increment. That is, there is likely an optimal point yielding the best student LM along the scaling course of the teacher LM. Even worse, the curse of capacity gap can be only partly yet not fully lifted as indicated in previous studies. However, the tale is not ever one-sided. Although a larger teacher LM has better performance than a smaller teacher LM, it is much more resource-demanding especially in the context of recent large LMs (LLMs). Consequently, instead of sticking to lifting the curse, leaving the curse as is should be arguably fine. Even better, in this paper, we reveal that the optimal capacity gap is almost consistent across different student scales and architectures, fortunately turning the curse into the law of capacity gap. The law later guides us to distil a 3B student LM (termed MiniMA) from a 7B teacher LM (adapted LLaMA2-7B). MiniMA is demonstrated to yield a new compute-performance pareto frontier among existing 3B LMs on commonly used benchmarks, and its instruction-tuned version (termed MiniChat) outperforms a wide range of 3B competitors in GPT4 evaluation and could even compete with several 7B chat models.

Knowledge distillation can be a cost-effective technique to distill knowledge in Large Language Models, if the teacher output logits can be pre-computed and cached. However, successfully applying this to pre-training remains largely unexplored. In this work, we prove that naive approaches for sparse knowledge distillation such as caching Top-K probabilities, while intuitive, provide biased estimates of teacher probability distribution to the student, resulting in suboptimal performance and calibration. We propose an importance-sampling-based method `Random Sampling Knowledge Distillation', which provides unbiased estimates, preserves the gradient in expectation, and requires storing significantly sparser logits. Our method enables faster training of student models with marginal overhead (<10%) compared to cross-entropy based training, while maintaining competitive performance compared to full distillation, across a range of model sizes from 300M to 3B.

Large language models (LLMs) exhibit strong capabilities as decision-making agents by interleaving reasoning and actions, as seen in ReAct-style frameworks. Yet, their practical deployment is constrained by high inference costs and large model sizes. We propose Structured Agent Distillation, a framework that compresses large LLM-based agents into smaller student models while preserving both reasoning fidelity and action consistency. Unlike standard token-level distillation, our method segments trajectories into {[REASON]} and {[ACT]} spans, applying segment-specific losses to align each component with the teacher's behavior. This structure-aware supervision enables compact agents to better replicate the teacher's decision process. Experiments on ALFWorld, HotPotQA-ReAct, and WebShop show that our approach consistently outperforms token-level and imitation learning baselines, achieving significant compression with minimal performance drop. Scaling and ablation results further highlight the importance of span-level alignment for efficient and deployable agents.

Knowledge distillation (KD) is a key technique for compressing large language models into smaller ones while preserving performance. Despite the recent traction of KD research, its effectiveness for smaller language models (LMs) and the mechanisms driving knowledge transfer remain underexplored. In this work, we present the first large-scale empirical and statistical analysis of KD across models ranging from 0.5B to 7B parameters on 14 complex reasoning tasks in a zero-shot setting. Our findings reveal that KD can improve the average performance of smaller models by up to 10%, with a peak task specific gain of 22%, while providing only marginal benefits (sim 1.3%) for larger models. Surprisingly, teacher performance has a minimal impact on student outcomes, while teacher task expertise impacts KD effectiveness. A correlation study indicates that smaller LMs benefit more from KD, whereas larger LMs show diminished gains. Additionally, we uncover a misalignment between improvements in student performance and reasoning fidelity, suggesting that while KD enhances accuracy, it does not always maintain the structured decision-making processes of the teacher. Our ablation study further highlights the importance of teacher signals and logit smoothing in influencing students' performance after distillation. Overall, our study offers a comprehensive empirical and statistical assessment of KD, highlighting both its benefits and trade-offs when distilling knowledge from larger to smaller LMs.

Training a large and state-of-the-art machine learning model typically necessitates the use of large-scale datasets, which, in turn, makes the training and parameter-tuning process expensive and time-consuming. Some researchers opt to distil information from real-world datasets into tiny and compact synthetic datasets while maintaining their ability to train a well-performing model, hence proposing a data-efficient method known as Dataset Distillation (DD). Despite recent progress in this field, existing methods still underperform and cannot effectively replace large datasets. In this paper, unlike previous methods that focus solely on improving the efficacy of student distillation, we are the first to recognize the important interplay between expert and student. We argue the significant impact of expert smoothness when employing more potent expert trajectories in subsequent dataset distillation. Based on this, we introduce the integration of clipping loss and gradient penalty to regulate the rate of parameter changes in expert trajectories. Furthermore, in response to the sensitivity exhibited towards randomly initialized variables during distillation, we propose representative initialization for synthetic dataset and balanced inner-loop loss. Finally, we present two enhancement strategies, namely intermediate matching loss and weight perturbation, to mitigate the potential occurrence of cumulative errors. We conduct extensive experiments on datasets of different scales, sizes, and resolutions. The results demonstrate that the proposed method significantly outperforms prior methods.

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.

We provide a distillation scaling law that estimates distilled model performance based on a compute budget and its allocation between the student and teacher. Our findings reduce the risks associated with using distillation at scale; compute allocation for both the teacher and student models can now be done to maximize student performance. We provide compute optimal distillation recipes for when 1) a teacher exists, or 2) a teacher needs training. If many students are to be distilled, or a teacher already exists, distillation outperforms supervised pretraining until a compute level which grows predictably with student size. If one student is to be distilled and a teacher also needs training, supervised learning should be done instead. Additionally, we provide insights across our large scale study of distillation, which increase our understanding of distillation and inform experimental design.

Large Language Models (LLMs) have made significant strides in problem-solving by incorporating reasoning processes. However, this enhanced reasoning capability results in an increased number of output tokens during inference, leading to higher computational costs. To address this challenge, we propose TwT (Thinking without Tokens), a method that reduces inference-time costs through habitual reasoning distillation with multi-teachers' guidance, while maintaining high performance. Our approach introduces a Habitual Reasoning Distillation method, which internalizes explicit reasoning into the model's habitual behavior through a Teacher-Guided compression strategy inspired by human cognition. Additionally, we propose Dual-Criteria Rejection Sampling (DCRS), a technique that generates a high-quality and diverse distillation dataset using multiple teacher models, making our method suitable for unsupervised scenarios. Experimental results demonstrate that TwT effectively reduces inference costs while preserving superior performance, achieving up to a 13.6% improvement in accuracy with fewer output tokens compared to other distillation methods, offering a highly practical solution for efficient LLM deployment.

Knowledge distillation is a powerful technique for transferring knowledge from a pre-trained teacher model to a student model. However, the true potential of knowledge transfer has not been fully explored. Existing approaches primarily focus on distilling individual information or instance-level relationships, overlooking the valuable information embedded in token-level relationships, which may be particularly affected by the long-tail effects. To address the above limitations, we propose a novel method called Knowledge Distillation with Token-level Relationship Graph (TRG) that leverages the token-wise relational knowledge to enhance the performance of knowledge distillation. By employing TRG, the student model can effectively emulate higher-level semantic information from the teacher model, resulting in improved distillation results. To further enhance the learning process, we introduce a token-wise contextual loss called contextual loss, which encourages the student model to capture the inner-instance semantic contextual of the teacher model. We conduct experiments to evaluate the effectiveness of the proposed method against several state-of-the-art approaches. Empirical results demonstrate the superiority of TRG across various visual classification tasks, including those involving imbalanced data. Our method consistently outperforms the existing baselines, establishing a new state-of-the-art performance in the field of knowledge distillation.

The primary goal of knowledge distillation (KD) is to encapsulate the information of a model learned from a teacher network into a student network, with the latter being more compact than the former. Existing work, e.g., using Kullback-Leibler divergence for distillation, may fail to capture important structural knowledge in the teacher network and often lacks the ability for feature generalization, particularly in situations when teacher and student are built to address different classification tasks. We propose Wasserstein Contrastive Representation Distillation (WCoRD), which leverages both primal and dual forms of Wasserstein distance for KD. The dual form is used for global knowledge transfer, yielding a contrastive learning objective that maximizes the lower bound of mutual information between the teacher and the student networks. The primal form is used for local contrastive knowledge transfer within a mini-batch, effectively matching the distributions of features between the teacher and the student networks. Experiments demonstrate that the proposed WCoRD method outperforms state-of-the-art approaches on privileged information distillation, model compression and cross-modal transfer.

Knowledge distillation~(KD) has proven to be a highly effective approach for enhancing model performance through a teacher-student training scheme. However, most existing distillation methods are designed under the assumption that the teacher and student models belong to the same model family, particularly the hint-based approaches. By using centered kernel alignment (CKA) to compare the learned features between heterogeneous teacher and student models, we observe significant feature divergence. This divergence illustrates the ineffectiveness of previous hint-based methods in cross-architecture distillation. To tackle the challenge in distilling heterogeneous models, we propose a simple yet effective one-for-all KD framework called OFA-KD, which significantly improves the distillation performance between heterogeneous architectures. Specifically, we project intermediate features into an aligned latent space such as the logits space, where architecture-specific information is discarded. Additionally, we introduce an adaptive target enhancement scheme to prevent the student from being disturbed by irrelevant information. Extensive experiments with various architectures, including CNN, Transformer, and MLP, demonstrate the superiority of our OFA-KD framework in enabling distillation between heterogeneous architectures. Specifically, when equipped with our OFA-KD, the student models achieve notable performance improvements, with a maximum gain of 8.0% on the CIFAR-100 dataset and 0.7% on the ImageNet-1K dataset. PyTorch code and checkpoints can be found at https://github.com/Hao840/OFAKD.

Large language models (LLMs) excel at complex reasoning tasks but remain computationally expensive, limiting their practical deployment. To address this, recent works have focused on distilling reasoning capabilities into smaller language models (sLMs) using chain-of-thought (CoT) traces from teacher LLMs. However, this approach struggles in scenarios requiring rare factual knowledge or precise computation, where sLMs often hallucinate due to limited capability. In this work, we propose Agent Distillation, a framework for transferring not only reasoning capability but full task-solving behavior from LLM-based agents into sLMs with retrieval and code tools. We improve agent distillation along two complementary axes: (1) we introduce a prompting method called first-thought prefix to enhance the quality of teacher-generated trajectories; and (2) we propose a self-consistent action generation for improving test-time robustness of small agents. We evaluate our method on eight reasoning tasks across factual and mathematical domains, covering both in-domain and out-of-domain generalization. Our results show that sLMs as small as 0.5B, 1.5B, 3B parameters can achieve performance competitive with next-tier larger 1.5B, 3B, 7B models fine-tuned using CoT distillation, demonstrating the potential of agent distillation for building practical, tool-using small agents. Our code is available at https://github.com/Nardien/agent-distillation.

Leading open-source large language models (LLMs) such as Llama-3.1-Instruct-405B are extremely capable at generating text, answering questions, and solving a variety of natural language understanding tasks. However, they incur higher inference cost and latency compared to smaller LLMs. Knowledge distillation provides a way to use outputs from these large, capable teacher models to train smaller student models which can be used for inference at lower cost and latency, while retaining comparable accuracy. We investigate the efficacy of distillation using the Llama-3.1-405B-Instruct teacher and the smaller Llama-3.1-8B-Instruct and Llama-3.1-70B-Instruct student models. Contributions of this work include (a) We evaluate the generalizability of distillation with the above Llama-3.1 teacher-student pairs across different tasks and datasets (b) We show that using synthetic data during distillation significantly improves the accuracy of 8B and 70B models, and when used with reasoning chains, even matches or surpasses the zero-shot accuracy of 405B model on some datasets (c) We empirically show that distillation enables 8B and 70B models to internalize 405B's reasoning ability by using only standard fine-tuning (without customizing any loss function). This allows cost and latency-efficient student model inference. (d) We show pitfalls in evaluation of distillation, and present task-specific evaluation, including both human and LLM-grading, and ground-truth based traditional accuracy benchmarks. This methodical study brings out the fundamental importance of synthetic data quality in knowledge distillation, and of combining multiple, task-specific ways of accuracy and quality evaluation in assessing the effectiveness of distillation.

In knowledge distillation literature, feature-based methods have dominated due to their ability to effectively tap into extensive teacher models. In contrast, logit-based approaches, which aim to distill `dark knowledge' from teachers, typically exhibit inferior performance compared to feature-based methods. To bridge this gap, we present LumiNet, a novel knowledge distillation algorithm designed to enhance logit-based distillation. We introduce the concept of 'perception', aiming to calibrate logits based on the model's representation capability. This concept addresses overconfidence issues in logit-based distillation method while also introducing a novel method to distill knowledge from the teacher. It reconstructs the logits of a sample/instances by considering relationships with other samples in the batch. LumiNet excels on benchmarks like CIFAR-100, ImageNet, and MSCOCO, outperforming leading feature-based methods, e.g., compared to KD with ResNet18 and MobileNetV2 on ImageNet, it shows improvements of 1.5% and 2.05%, respectively.

Diffusion distillation has dramatically accelerated class-conditional image synthesis, but its applicability to open-ended text-to-image (T2I) generation is still unclear. We present the first systematic study that adapts and compares state-of-the-art distillation techniques on a strong T2I teacher model, FLUX.1-lite. By casting existing methods into a unified framework, we identify the key obstacles that arise when moving from discrete class labels to free-form language prompts. Beyond a thorough methodological analysis, we offer practical guidelines on input scaling, network architecture, and hyperparameters, accompanied by an open-source implementation and pretrained student models. Our findings establish a solid foundation for deploying fast, high-fidelity, and resource-efficient diffusion generators in real-world T2I applications. Code is available on github.com/alibaba-damo-academy/T2I-Distill.

Knowledge distillation aims at transferring knowledge acquired in one model (a teacher) to another model (a student) that is typically smaller. Previous approaches can be expressed as a form of training the student to mimic output activations of individual data examples represented by the teacher. We introduce a novel approach, dubbed relational knowledge distillation (RKD), that transfers mutual relations of data examples instead. For concrete realizations of RKD, we propose distance-wise and angle-wise distillation losses that penalize structural differences in relations. Experiments conducted on different tasks show that the proposed method improves educated student models with a significant margin. In particular for metric learning, it allows students to outperform their teachers' performance, achieving the state of the arts on standard benchmark datasets.

Knowledge distillation (KD) methods compress large models into smaller students with manually-designed student architectures given pre-specified computational cost. This requires several trials to find a viable student, and further repeating the process for each student or computational budget change. We use Neural Architecture Search (NAS) to automatically distill several compressed students with variable cost from a large model. Current works train a single SuperLM consisting of millions of subnetworks with weight-sharing, resulting in interference between subnetworks of different sizes. Our framework AutoDistil addresses above challenges with the following steps: (a) Incorporates inductive bias and heuristics to partition Transformer search space into K compact sub-spaces (K=3 for typical student sizes of base, small and tiny); (b) Trains one SuperLM for each sub-space using task-agnostic objective (e.g., self-attention distillation) with weight-sharing of students; (c) Lightweight search for the optimal student without re-training. Fully task-agnostic training and search allow students to be reused for fine-tuning on any downstream task. Experiments on GLUE benchmark against state-of-the-art KD and NAS methods demonstrate AutoDistil to outperform leading compression techniques with upto 2.7x reduction in computational cost and negligible loss in task performance.

Real-world audio often mixes speech and music, yet models typically handle only one domain. This paper introduces a multi-teacher distillation framework that unifies speech and music models into a single one while significantly reducing model size. Our approach leverages the strengths of domain-specific teacher models, such as HuBERT for speech and MERT for music, and explores various strategies to balance both domains. Experiments across diverse tasks demonstrate that our model matches the performance of domain-specific models, showing the effectiveness of cross-domain distillation. Additionally, we conduct few-shot learning experiments, highlighting the need for general models in real-world scenarios where labeled data is limited. Our results show that our model not only performs on par with specialized models but also outperforms them in few-shot scenarios, proving that a cross-domain approach is essential and effective for diverse tasks with limited data.

Large Language Models (LLMs) have exhibited impressive capabilities in various tasks, yet their vast parameter sizes restrict their applicability in resource-constrained settings. Knowledge distillation (KD) offers a viable solution by transferring expertise from large teacher models to compact student models. However, traditional KD techniques face specific challenges when applied to LLMs, including restricted access to LLM outputs, significant teacher-student capacity gaps, and the inherited mis-calibration issue. In this work, we present PLaD, a novel preference-based LLM distillation framework. PLaD exploits the teacher-student capacity discrepancy to generate pseudo-preference pairs where teacher outputs are preferred over student outputs. Then, PLaD leverages a ranking loss to re-calibrate student's estimation of sequence likelihood, which steers the student's focus towards understanding the relative quality of outputs instead of simply imitating the teacher. PLaD bypasses the need for access to teacher LLM's internal states, tackles the student's expressivity limitations, and mitigates the student mis-calibration issue. Through extensive experiments on two sequence generation tasks and with various LLMs, we demonstrate the effectiveness of our proposed PLaD framework.

Knowledge distillation (KD) has been widely adopted to compress large language models (LLMs). Existing KD methods investigate various divergence measures including the Kullback-Leibler (KL), reverse Kullback-Leibler (RKL), and Jensen-Shannon (JS) divergences. However, due to limitations inherent in their assumptions and definitions, these measures fail to deliver effective supervision when few distribution overlap exists between the teacher and the student. In this paper, we show that the aforementioned KL, RKL, and JS divergences respectively suffer from issues of mode-averaging, mode-collapsing, and mode-underestimation, which deteriorates logits-based KD for diverse NLP tasks. We propose the Sinkhorn Knowledge Distillation (SinKD) that exploits the Sinkhorn distance to ensure a nuanced and precise assessment of the disparity between teacher and student distributions. Besides, profit by properties of the Sinkhorn metric, we can get rid of sample-wise KD that restricts the perception of divergence in each teacher-student sample pair. Instead, we propose a batch-wise reformulation to capture geometric intricacies of distributions across samples in the high-dimensional space. Comprehensive evaluation on GLUE and SuperGLUE, in terms of comparability, validity, and generalizability, highlights our superiority over state-of-the-art methods on all kinds of LLMs with encoder-only, encoder-decoder, and decoder-only architectures.

Accelerating the sampling speed of diffusion models remains a significant challenge. Recent score distillation methods distill a heavy teacher model into an one-step student generator, which is optimized by calculating the difference between the two score functions on the samples generated by the student model. However, there is a score mismatch issue in the early stage of the distillation process, because existing methods mainly focus on using the endpoint of pre-trained diffusion models as teacher models, overlooking the importance of the convergence trajectory between the student generator and the teacher model. To address this issue, we extend the score distillation process by introducing the entire convergence trajectory of teacher models and propose Distribution Backtracking Distillation (DisBack) for distilling student generators. DisBask is composed of two stages: Degradation Recording and Distribution Backtracking. Degradation Recording is designed to obtain the convergence trajectory of teacher models, which records the degradation path from the trained teacher model to the untrained initial student generator. The degradation path implicitly represents the intermediate distributions of teacher models. Then Distribution Backtracking trains a student generator to backtrack the intermediate distributions for approximating the convergence trajectory of teacher models. Extensive experiments show that DisBack achieves faster and better convergence than the existing distillation method and accomplishes comparable generation performance. Notably, DisBack is easy to implement and can be generalized to existing distillation methods to boost performance. Our code is publicly available on https://github.com/SYZhang0805/DisBack.

Knowledge distillation transfers knowledge from a large model to a small one via task and distillation losses. In this paper, we observe a trade-off between task and distillation losses, i.e., introducing distillation loss limits the convergence of task loss. We believe that the trade-off results from the insufficient optimization of distillation loss. The reason is: The teacher has a lower task loss than the student, and a lower distillation loss drives the student more similar to the teacher, then a better-converged task loss could be obtained. To break the trade-off, we propose the Distillation-Oriented Trainer (DOT). DOT separately considers gradients of task and distillation losses, then applies a larger momentum to distillation loss to accelerate its optimization. We empirically prove that DOT breaks the trade-off, i.e., both losses are sufficiently optimized. Extensive experiments validate the superiority of DOT. Notably, DOT achieves a +2.59% accuracy improvement on ImageNet-1k for the ResNet50-MobileNetV1 pair. Conclusively, DOT greatly benefits the student's optimization properties in terms of loss convergence and model generalization. Code will be made publicly available.

Large foundation models trained on extensive datasets demonstrate strong zero-shot capabilities in various domains. To replicate their success when data and model size are constrained, knowledge distillation has become an established tool for transferring knowledge from foundation models to small student networks. However, the effectiveness of distillation is critically limited by the available training data. This work addresses the common practical issue of covariate shift in knowledge distillation, where spurious features appear during training but not at test time. We ask the question: when these spurious features are unknown, yet a robust teacher is available, is it possible for a student to also become robust to them? We address this problem by introducing a novel diffusion-based data augmentation strategy that generates images by maximizing the disagreement between the teacher and the student, effectively creating challenging samples that the student struggles with. Experiments demonstrate that our approach significantly improves worst group and mean group accuracy on CelebA and SpuCo Birds as well as the spurious mAUC on spurious ImageNet under covariate shift, outperforming state-of-the-art diffusion-based data augmentation baselines

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Large Language Models (LLMs) have displayed remarkable performances across various complex tasks by leveraging Chain-of-Thought (CoT) prompting. Recently, studies have proposed a Knowledge Distillation (KD) approach, reasoning distillation, which transfers such reasoning ability of LLMs through fine-tuning language models of multi-step rationales generated by LLM teachers. However, they have inadequately considered two challenges regarding insufficient distillation sets from the LLM teacher model, in terms of 1) data quality and 2) soft label provision. In this paper, we propose Mentor-KD, which effectively distills the multi-step reasoning capability of LLMs to smaller LMs while addressing the aforementioned challenges. Specifically, we exploit a mentor, intermediate-sized task-specific fine-tuned model, to augment additional CoT annotations and provide soft labels for the student model during reasoning distillation. We conduct extensive experiments and confirm Mentor-KD's effectiveness across various models and complex reasoning tasks.

Recent hybrid video generation models combine autoregressive temporal dynamics with diffusion-based spatial denoising, but their sequential, iterative nature leads to error accumulation and long inference times. In this work, we propose a distillation-based framework for efficient causal video generation that enables high-quality synthesis with extremely limited denoising steps. Our approach builds upon the Distribution Matching Distillation (DMD) framework and proposes a novel Adversarial Self-Distillation (ASD) strategy, which aligns the outputs of the student model's n-step denoising process with its (n+1)-step version at the distribution level. This design provides smoother supervision by bridging small intra-student gaps and more informative guidance by combining teacher knowledge with locally consistent student behavior, substantially improving training stability and generation quality in extremely few-step scenarios (e.g., 1-2 steps). In addition, we present a First-Frame Enhancement (FFE) strategy, which allocates more denoising steps to the initial frames to mitigate error propagation while applying larger skipping steps to later frames. Extensive experiments on VBench demonstrate that our method surpasses state-of-the-art approaches in both one-step and two-step video generation. Notably, our framework produces a single distilled model that flexibly supports multiple inference-step settings, eliminating the need for repeated re-distillation and enabling efficient, high-quality video synthesis.

In the field of large language models (LLMs), Knowledge Distillation (KD) is a critical technique for transferring capabilities from teacher models to student models. However, existing KD methods face limitations and challenges in distillation of LLMs, including efficiency and insufficient measurement capabilities of traditional KL divergence. It is shown that LLMs can serve as an implicit reward function, which we define as a supplement to KL divergence. In this work, we propose Direct Preference Knowledge Distillation (DPKD) for LLMs. DPKD utilizes distribution divergence to represent the preference loss and implicit reward function. We re-formulate KD of LLMs into two stages: first optimizing and objective consisting of implicit reward and reverse KL divergence and then improving the preference probability of teacher outputs over student outputs. We conducted experiments and analysis on various datasets with LLM parameters ranging from 120M to 13B and demonstrate the broad applicability and effectiveness of our DPKD approach. Meanwhile, we prove the value and effectiveness of the introduced implicit reward and output preference in KD through experiments and theoretical analysis. The DPKD method outperforms the baseline method in both output response precision and exact match percentage. Code and data are available at https://aka.ms/dpkd.

Knowledge distillation (KD) is a widely adopted approach for compressing large neural networks by transferring knowledge from a large teacher model to a smaller student model. In the context of large language models, token level KD, typically minimizing the KL divergence between student output distribution and teacher output distribution, has shown strong empirical performance. However, prior work assumes student output distribution and teacher output distribution share the same optimal representation space, a premise that may not hold in many cases. To solve this problem, we propose Delta Knowledge Distillation (Delta-KD), a novel extension of token level KD that encourages the student to approximate an optimal representation space by explicitly preserving the distributional shift Delta introduced during the teacher's supervised finetuning (SFT). Empirical results on ROUGE metrics demonstrate that Delta KD substantially improves student performance while preserving more of the teacher's knowledge.

The practice of transferring knowledge from a sophisticated, closed-source large language model (LLM) to a compact, open-source LLM has garnered considerable attention. Previous works have focused on a unidirectional knowledge distillation way by aligning the responses of the student model with those of the teacher model to a set of instructions. Nevertheless, they overlooked the possibility of incorporating any reciprocal "feedback"--identifying challenging instructions where the student model's performance falls short--to boost the student model's proficiency iteratively. To this end, we propose a novel adversarial distillation framework for a more efficient knowledge transfer. Leveraging the versatile role adaptability of LLMs, we prompt the closed-source model to identify "hard" instructions and generate new "hard" instructions for the student model, creating a three-stage adversarial loop of imitation, discrimination, and generation. By applying this adversarial framework, we successfully transfer knowledge from ChatGPT to a 7B student model (named Lion), achieving nearly 95% capability approximation using a mere 70k training data. We aspire that this proposed model may serve as the baseline to reflect the performance of ChatGPT, especially the open-source instruction-following language model baseline for our community.

Knowledge distillation (KD) is a simple and successful method to transfer knowledge from a teacher to a student model solely based on functional activity. However, current KD has a few shortcomings: it has recently been shown that this method is unsuitable to transfer simple inductive biases like shift equivariance, struggles to transfer out of domain generalization, and optimization time is magnitudes longer compared to default non-KD model training. To improve these aspects of KD, we propose Hard Augmentations for Robust Distillation (HARD), a generally applicable data augmentation framework, that generates synthetic data points for which the teacher and the student disagree. We show in a simple toy example that our augmentation framework solves the problem of transferring simple equivariances with KD. We then apply our framework in real-world tasks for a variety of augmentation models, ranging from simple spatial transformations to unconstrained image manipulations with a pretrained variational autoencoder. We find that our learned augmentations significantly improve KD performance on in-domain and out-of-domain evaluation. Moreover, our method outperforms even state-of-the-art data augmentations and since the augmented training inputs can be visualized, they offer a qualitative insight into the properties that are transferred from the teacher to the student. Thus HARD represents a generally applicable, dynamically optimized data augmentation technique tailored to improve the generalization and convergence speed of models trained with KD.

Knowledge distillation trains a smaller student model to match the output distribution of a larger teacher to maximize the end-task performance under computational constraints. However, existing literature on language model distillation primarily focuses on compressing encoder-only models that are then specialized by task-specific supervised finetuning. We need to rethink this setup for more recent large language models with tens to hundreds of billions of parameters. Task-specific finetuning is impractical at this scale, and model performance is often measured using zero/few-shot prompting. Thus, in this work, we advocate for task-agnostic zero-shot evaluated distillation for large language models without access to end-task finetuning data. We propose a teacher-free task-agnostic distillation method, which uses a truncated version of the larger model for initialization, and continues pretraining this model using a language modeling objective. Our teacher-free method shines in a distillation regime where it is infeasible to fit both the student and teacher into the GPU memory. Despite its simplicity, our method can effectively reduce the model size by 50\%, matching or outperforming the vanilla distillation method on perplexity and accuracy on 13 zero-shot end-tasks while being 1.5x computationally efficient.

Various visual foundation models have distinct strengths and weaknesses, both of which can be improved through heterogeneous multi-teacher knowledge distillation without labels, termed "agglomerative models." We build upon this body of work by studying the effect of the teachers' activation statistics, particularly the impact of the loss function on the resulting student model quality. We explore a standard toolkit of statistical normalization techniques to better align the different distributions and assess their effects. Further, we examine the impact on downstream teacher-matching metrics, which motivates the use of Hadamard matrices. With these matrices, we demonstrate useful properties, showing how they can be used for isotropic standardization, where each dimension of a multivariate distribution is standardized using the same scale. We call this technique "PHI Standardization" (PHI-S) and empirically demonstrate that it produces the best student model across the suite of methods studied.

Transformer attracts much attention because of its ability to learn global relations and superior performance. In order to achieve higher performance, it is natural to distill complementary knowledge from Transformer to convolutional neural network (CNN). However, most existing knowledge distillation methods only consider homologous-architecture distillation, such as distilling knowledge from CNN to CNN. They may not be suitable when applying to cross-architecture scenarios, such as from Transformer to CNN. To deal with this problem, a novel cross-architecture knowledge distillation method is proposed. Specifically, instead of directly mimicking output/intermediate features of the teacher, partially cross attention projector and group-wise linear projector are introduced to align the student features with the teacher's in two projected feature spaces. And a multi-view robust training scheme is further presented to improve the robustness and stability of the framework. Extensive experiments show that the proposed method outperforms 14 state-of-the-arts on both small-scale and large-scale datasets.

Conversational Search (CS) is the task of retrieving relevant documents from a corpus within a conversational context, combining retrieval with conversational context modeling. With the explosion of Large Language Models (LLMs), the CS field has seen major improvements with LLMs rewriting user queries, accounting for conversational context. However, engaging LLMs at inference time harms efficiency. Current methods address this by distilling embeddings from human-rewritten queries to learn the context modeling task. Yet, these approaches predominantly focus on context modeling, and only treat the contrastive component of the retrieval task within a distillation-independent loss term. To address these limitations, we propose a new distillation method, as a relaxation of the previous objective, unifying retrieval and context modeling. We relax the existing training objectives by distilling similarity scores between conversations and documents, rather than relying solely on representation learning. Our proposed distillation objective allows for more freedom in the representation space and leverages the contrastive nature of document relevance. Through experiments on Learned Sparse Retrieval (LSR) across 5 CS datasets, our approach demonstrates substantial improvements in both in-domain and out-of-domain retrieval performance, outperforming state-of-the-art with gains of up to 6 points in recall for out-of-domain datasets. Additionally, through the relaxation of the objective, we propose a multi-teacher distillation, using multiple LLMs as teachers, yielding additional gains, and outperforming the teachers themselves in in-domain experiments. Finally, analysis of the sparsity of the models reveals that our distillation allows for better control over the sparsity of the trained models.

Distribution Matching Distillation (DMD) distills a pre-trained multi-step diffusion model to a few-step one to improve inference efficiency. However, the performance of the latter is often capped by the former. To circumvent this dilemma, we propose DMDR, a novel framework that combines Reinforcement Learning (RL) techniques into the distillation process. We show that for the RL of the few-step generator, the DMD loss itself is a more effective regularization compared to the traditional ones. In turn, RL can help to guide the mode coverage process in DMD more effectively. These allow us to unlock the capacity of the few-step generator by conducting distillation and RL simultaneously. Meanwhile, we design the dynamic distribution guidance and dynamic renoise sampling training strategies to improve the initial distillation process. The experiments demonstrate that DMDR can achieve leading visual quality, prompt coherence among few-step methods, and even exhibit performance that exceeds the multi-step teacher.

Recent advances in one-step generative models typically follow a two-stage process: first training a teacher diffusion model and then distilling it into a one-step student model. This distillation process traditionally relies on both the teacher model's score function to compute the distillation loss and its weights for student initialization. In this paper, we explore whether one-step generative models can be trained directly without this distillation process. First, we show that the teacher's score function is not essential and propose a family of distillation methods that achieve competitive results without relying on score estimation. Next, we demonstrate that initialization from teacher weights is indispensable in successful training. Surprisingly, we find that this benefit is not due to improved ``input-output" mapping but rather the learned feature representations, which dominate distillation quality. Our findings provide a better understanding of the role of initialization in one-step model training and its impact on distillation quality.

Dataset distillation aims to synthesize a smaller, representative dataset that preserves the essential properties of the original data, enabling efficient model training with reduced computational resources. Prior work has primarily focused on improving the alignment or matching process between original and synthetic data, or on enhancing the efficiency of distilling large datasets. In this work, we introduce {bf C}ommittee {bf V}oting for {bf D}ataset {bf D}istillation (CV-DD), a novel and orthogonal approach that leverages the collective wisdom of multiple models or experts to create high-quality distilled datasets. We start by showing how to establish a strong baseline that already achieves state-of-the-art accuracy through leveraging recent advancements and thoughtful adjustments in model design and optimization processes. By integrating distributions and predictions from a committee of models while generating high-quality soft labels, our method captures a wider spectrum of data features, reduces model-specific biases and the adverse effects of distribution shifts, leading to significant improvements in generalization. This voting-based strategy not only promotes diversity and robustness within the distilled dataset but also significantly reduces overfitting, resulting in improved performance on post-eval tasks. Extensive experiments across various datasets and IPCs (images per class) demonstrate that Committee Voting leads to more reliable and adaptable distilled data compared to single/multi-model distillation methods, demonstrating its potential for efficient and accurate dataset distillation. Code is available at: https://github.com/Jiacheng8/CV-DD.

Knowledge distillation (KD) is a popular method of transferring knowledge from a large "teacher" model to a small "student" model. KD can be divided into two categories: prediction matching and intermediate-layer matching. We explore an intriguing phenomenon: layer-selection strategy does not matter (much) in intermediate-layer matching. In this paper, we show that seemingly nonsensical matching strategies such as matching the teacher's layers in reverse still result in surprisingly good student performance. We provide an interpretation for this phenomenon by examining the angles between teacher layers viewed from the student's perspective.

In recent years, deep neural networks have been successful in both industry and academia, especially for computer vision tasks. The great success of deep learning is mainly due to its scalability to encode large-scale data and to maneuver billions of model parameters. However, it is a challenge to deploy these cumbersome deep models on devices with limited resources, e.g., mobile phones and embedded devices, not only because of the high computational complexity but also the large storage requirements. To this end, a variety of model compression and acceleration techniques have been developed. As a representative type of model compression and acceleration, knowledge distillation effectively learns a small student model from a large teacher model. It has received rapid increasing attention from the community. This paper provides a comprehensive survey of knowledge distillation from the perspectives of knowledge categories, training schemes, teacher-student architecture, distillation algorithms, performance comparison and applications. Furthermore, challenges in knowledge distillation are briefly reviewed and comments on future research are discussed and forwarded.

A handful of visual foundation models (VFMs) have recently emerged as the backbones for numerous downstream tasks. VFMs like CLIP, DINOv2, SAM are trained with distinct objectives, exhibiting unique characteristics for various downstream tasks. We find that despite their conceptual differences, these models can be effectively merged into a unified model through multi-teacher distillation. We name this approach AM-RADIO (Agglomerative Model -- Reduce All Domains Into One). This integrative approach not only surpasses the performance of individual teacher models but also amalgamates their distinctive features, such as zero-shot vision-language comprehension, detailed pixel-level understanding, and open vocabulary segmentation capabilities. In pursuit of the most hardware-efficient backbone, we evaluated numerous architectures in our multi-teacher distillation pipeline using the same training recipe. This led to the development of a novel architecture (E-RADIO) that exceeds the performance of its predecessors and is at least 7x faster than the teacher models. Our comprehensive benchmarking process covers downstream tasks including ImageNet classification, ADE20k semantic segmentation, COCO object detection and LLaVa-1.5 framework. Code: https://github.com/NVlabs/RADIO

Large language models (LLMs) have exhibited complex reasoning abilities by generating question rationales and demonstrated exceptional performance in natural language processing (NLP) tasks. However, these reasoning capabilities generally emerge in models with tens of billions of parameters, creating significant computational challenges for real-world deployment. Recent research has concentrated on improving open-source smaller models through knowledge distillation (KD) from commercial LLMs. Nevertheless, most of these studies rely solely on the responses from one single LLM as the gold rationale for training. In this paper, we introduce a novel Mistake-Aware Peer-Review Distillation (MAPD) approach: 1) Instead of merely obtaining gold rationales from teachers, our method asks teachers to identify and explain the student's mistakes, providing customized instruction learning data. 2) We design a simulated peer-review process between teacher LLMs, which selects only the generated rationales above the acceptance threshold. This reduces the chance of teachers guessing correctly with flawed rationale, improving instructional data quality. Comprehensive experiments and analysis on mathematical, commonsense, and logical reasoning tasks demonstrate the effectiveness of our method.

Most dataset distillation methods struggle to accommodate large-scale datasets due to their substantial computational and memory requirements. In this paper, we present a curriculum-based dataset distillation framework designed to harmonize scalability with efficiency. This framework strategically distills synthetic images, adhering to a curriculum that transitions from simple to complex. By incorporating curriculum evaluation, we address the issue of previous methods generating images that tend to be homogeneous and simplistic, doing so at a manageable computational cost. Furthermore, we introduce adversarial optimization towards synthetic images to further improve their representativeness and safeguard against their overfitting to the neural network involved in distilling. This enhances the generalization capability of the distilled images across various neural network architectures and also increases their robustness to noise. Extensive experiments demonstrate that our framework sets new benchmarks in large-scale dataset distillation, achieving substantial improvements of 11.1\% on Tiny-ImageNet, 9.0\% on ImageNet-1K, and 7.3\% on ImageNet-21K. The source code will be released to the community.

We introduce LLaVA-MoD, a novel framework designed to enable the efficient training of small-scale Multimodal Language Models (s-MLLM) by distilling knowledge from large-scale MLLM (l-MLLM). Our approach tackles two fundamental challenges in MLLM distillation. First, we optimize the network structure of s-MLLM by integrating a sparse Mixture of Experts (MoE) architecture into the language model, striking a balance between computational efficiency and model expressiveness. Second, we propose a progressive knowledge transfer strategy to ensure comprehensive knowledge migration. This strategy begins with mimic distillation, where we minimize the Kullback-Leibler (KL) divergence between output distributions to enable the student model to emulate the teacher network's understanding. Following this, we introduce preference distillation via Direct Preference Optimization (DPO), where the key lies in treating l-MLLM as the reference model. During this phase, the s-MLLM's ability to discriminate between superior and inferior examples is significantly enhanced beyond l-MLLM, leading to a better student that surpasses its teacher, particularly in hallucination benchmarks. Extensive experiments demonstrate that LLaVA-MoD outperforms existing models across various multimodal benchmarks while maintaining a minimal number of activated parameters and low computational costs. Remarkably, LLaVA-MoD, with only 2B activated parameters, surpasses Qwen-VL-Chat-7B by an average of 8.8% across benchmarks, using merely 0.3% of the training data and 23% trainable parameters. These results underscore LLaVA-MoD's ability to effectively distill comprehensive knowledge from its teacher model, paving the way for the development of more efficient MLLMs. The code will be available on: https://github.com/shufangxun/LLaVA-MoD.