Daily Papers

On-policy distillation (OPD) trains a student policy by matching a stronger teacher on the student's own trajectories, offering a promising framework for language agent training. However, its application to long-horizon agentic tasks remains insufficiently explored. We identify two key inefficiencies in vanilla agent OPD: (1) full-horizon rollouts often waste wall-clock resources on tail turns that provide weak and noisy KL supervision, and (2) trajectory-level KL objectives concentrate most of the loss on shallow tokens, leaving deeper decision turns under-trained once initial behaviors are aligned. To address these challenges, we propose TurnOPD, a turn-level budgeting strategy for efficient on-policy distillation of long-horizon agents. TurnOPD consists of two budget controllers: adaptive rollout-depth budgeting, which uses probe-based turn statistics to determine rollout length, and progressive turn-normalized loss budgeting, which gradually shifts KL weighting from token-level to turn-balanced supervision. Experiments on ALFWorld, WebShop, and Multi-Hop Search with task-specialized teacher models show that TurnOPD achieves superior validation accuracy under equal wall-clock training budgets and advances the accuracy--time frontier beyond vanilla OPD.

Reinforcement learning from verifiable rewards (RLVR) suffers from sparse outcome signals, creating severe exploration bottlenecks on complex reasoning tasks. Recent on-policy self-distillation methods attempt to address this by utilizing language feedback to generate dense, token-level supervision. However, these approaches rely on a fixed, passive teacher to interpret the feedback. As the student policy improves, the teacher's zero-shot assessment capabilities plateau, ultimately halting further learning. To overcome this, we propose Variational Policy Distillation (VPD), a framework that formalizes learning from language feedback as a Variational Expectation-Maximization (EM) problem. VPD co-evolves both policies: in the E-step, the teacher is actively refined on trajectory outcomes via an adaptive trust-region update, translating textual feedback into a dynamically improved target token distribution. In the M-step, the student internalizes this dense distributional guidance on its own on-policy rollouts. By continuously improving the teacher's ability to extract actionable signals from textual critique, VPD overcomes the limitations of passive distillation. Evaluated across diverse sources of diagnostic feedback on scientific reasoning and code generation tasks, VPD consistently outperforms both standard RLVR and existing self-distillation baselines. Finally, by stress-testing our framework on rigid mathematical reasoning and cold-start regimes, we illuminate the fundamental bounds of feedback-driven self-distillation compared to pure environment-driven RL.

On-policy distillation (OPD) offers dense token-level supervision as an alternative to the sparse outcome-level advantages of reinforcement learning with verifiable rewards (RLVR). However, the teacher scores student-generated trajectories that are inherently off-policy for it, so the reliability of its supervision, and hence the source of the student's improvement, remains unclear. We quantitatively analyze teacher supervision during OPD training and find substantial noise whose prevalence increases with teacher scale. Surprisingly, the student policy is insensitive to such noise, converging to comparable performance regardless of whether noisy supervision is retained or removed. Does OPD distill at all? By analyzing what drives its gains, we find that learning concentrates on low log-probability tokens, and using a single fixed negative advantage matches the performance of teacher-provided ones. This suggests that OPD works largely by suppressing low log-probability tokens, which requires no teacher. These findings motivate On-Policy Self-Adaptation (OPSA), a supervision-free method using entropy-adaptive negative advantages. It assigns stronger learning signals to high-entropy positions, suppressing tail tokens, and evenly redistributing probability mass among head tokens. Compared with the base Qwen3-1.7B, OPSA improves Avg@32 by 35.41 points on AIME24, corresponding to a 263\% relative gain, and more than doubles Pass@32 across all three benchmarks. It also outperforms OPD by 16.77 points in Avg@32 on AIME24. Extensive experiments and analyses across model families and tasks further demonstrate its effectiveness and generalizability.

Thanks to recent explosive developments of data-driven learning methodologies, reinforcement learning (RL) emerges as a promising solution to address the legged locomotion problem in robotics. In this paper, we propose CTS, a novel Concurrent Teacher-Student reinforcement learning architecture for legged locomotion over uneven terrains. Different from conventional teacher-student architecture that trains the teacher policy via RL first and then transfers the knowledge to the student policy through supervised learning, our proposed architecture trains teacher and student policy networks concurrently under the reinforcement learning paradigm. To this end, we develop a new training scheme based on a modified proximal policy gradient (PPO) method that exploits data samples collected from the interactions between both the teacher and the student policies with the environment. The effectiveness of the proposed architecture and the new training scheme is demonstrated through substantial quantitative simulation comparisons with the state-of-the-art approaches and extensive indoor and outdoor experiments with quadrupedal and point-foot bipedal robot platforms, showcasing robust and agile locomotion capability. Quantitative simulation comparisons show that our approach reduces the average velocity tracking error by up to 20% compared to the two-stage teacher-student, demonstrating significant superiority in addressing blind locomotion tasks. Videos are available at https://clearlab-sustech.github.io/concurrentTS.

On-Policy Self-Distillation (OPSD) uses privileged information available only to the teacher to provide dense token-level supervision on trajectories generated by the student. However, existing methods often rely on verified solution traces, explanations generated by external models, or manually localized visual evidence, which limits their scalable application to multimodal large language models. To address this issue, we exploit the information gap between high- and low-resolution views of the same image and propose RP-OPSD (Resolution-Privileged On-Policy Self-Distillation for Multimodal Large Language Models). During training, the student policy generates on-policy trajectories from images at one-quarter of the original resolution, while the teacher policy provides supervision using the original-resolution images. By minimizing the divergence between their output distributions along the student trajectories, the student learns the predictive behavior of the teacher under high-resolution inputs, thereby strengthening its low-resolution capability and transferring the learned improvement to original-resolution inference. RP-OPSD requires neither additional human annotations nor external models to generate solution traces but only image--question pairs. Experiments on Qwen3.5-9B show that RP-OPSD achieves a 5.45\% relative improvement in average performance at the original resolution and a 1.78times training speedup over OPSD. These results demonstrate that resolution differences can serve as a simple and scalable source of privileged information, providing an effective and efficient approach to on-policy self-distillation for multimodal large language models.

Vision-Language-Action Models (VLAs) have demonstrated remarkable generalization capabilities in real-world experiments. However, their success rates are often not on par with expert policies, and they require fine-tuning when the setup changes. In this work, we introduce Refined Policy Distillation (RPD), a novel Reinforcement Learning (RL)-based policy refinement method that bridges this performance gap through a combination of on-policy RL with behavioral cloning. The core idea of RPD is to distill and refine VLAs into compact, high-performing expert policies by guiding the student policy during RL exploration using the actions of a teacher VLA, resulting in increased sample efficiency and faster convergence. We complement our method by fine-tuned versions of Octo and OpenVLA for ManiSkill3 to evaluate RPD in simulation. While this is a key requirement for applying RL, it also yields new insights beyond existing studies on VLA performance in real-world settings. Our experimental results across various manipulation tasks show that RPD enables the RL student to learn expert policies that outperform the VLA teacher in both dense and sparse reward settings, while also achieving faster convergence than the RL baseline. Our approach is even robust to changes in camera perspective and can generalize to task variations that the underlying VLA cannot solve. Our code, dataset, VLA checkpoints, and videos are available at https://refined-policy-distillation.github.io

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

On-policy distillation (OPD) has become a promising paradigm for reasoning-oriented post-training of large language models (LLMs), especially when combined with reinforcement learning from verifiable rewards (RLVR). Existing OPD methods rely on reverse KL (RKL)-based teacher supervision over trajectories sampled from the student policy. However, we identify a critical limitation: under large teacher--student policy divergence, RL-driven exploration often produces trajectories outside the teacher distribution, resulting in uninformative negative feedback. To address this, we propose Teacher-Guided Policy Optimization (TGPO), an on-policy reasoning distillation method that remains effective under large policy divergence settings. Rather than relying solely on evaluative supervision, TGPO uses teacher to directly guide token level generation conditioning on student-generated contexts; together with RLVR-style trajectory level rewards, TGPO steers exploration toward improved continuations. Experiments on reasoning benchmarks show that TGPO consistently outperforms existing RKL-based OPD methods and remains robust across different teacher models.

On-policy distillation (OPD) provides teacher supervision on student-generated trajectories, but a single trajectory realizes only one continuation at each decision, limiting supervision coverage under a finite sampling budget. We propose BranchOPD (Branching On-Policy Distillation), which selects informative decision points using student uncertainty and teacher-student disagreement, resamples student-policy continuations from shared prefixes, and applies token-level teacher supervision to both main trajectories and branches. BranchOPD operates at token-level decisions in mathematics and within-turn decisions in agent tasks. Shared-prefix reuse reduces student-generated token costs by approximately 19% on ALFWorld and 31% on WebShop relative to seven independent trajectories. We also introduce protocol-boundary repair (PBR), which uses targeted supervision under protocol constraints to mitigate repetition and wasted generation. BranchOPD outperforms Vanilla OPD and Multi-Rollout OPD (n=7) across all evaluated benchmarks, with gains over Vanilla OPD of 18.55 percentage points in mean mathematics accuracy over 16 sampled answers (avg@16) and 13.8 points in mean ALFWorld ID/OOD success. Mechanistic analyses and selection ablations show that branching at uncertain decisions expands subsequent behavior coverage and outperforms random selection and turn-initial branching.

On-policy distillation (OPD), which samples trajectories from the student model and supervises them with a teacher at the token level, avoids relying solely on verifiable terminal rewards and can yield better generalization than off-policy distillation. However, OPD requires expensive on-the-fly sampling of the student policy during training, which substantially increases training cost, especially for long responses. Our initial analysis shows that, during OPD, training signals are often concentrated in the prefix of each output, and that even a short teacher-generated prefix can significantly help the student produce the correct answer. Motivated by these observations, we propose a simple yet effective modification of OPD: we apply the distillation objective only to prefixes of student-generated outputs and terminate each sampling early during distillation. Experiments on a suite of AI-for-Math and out-of-domain benchmarks show that on-policy prefix distillation matches the performance of full OPD while reducing training FLOP by 2x-47x.

On-policy distillation (OPD) grounds token-level supervision in the student's own trajectory, yet suffers from prefix failure: once the student commits to a wrong reasoning direction, all subsequent generation builds on this deviation, producing misdirected continuations that elicit unreliable supervision and waste compute. We identify a teacher-student continuation asymmetry on failed prefixes, where the teacher tends to redirect while the student continues along the original direction, and convert it into a label-free handoff trigger in Relay On-Policy Distillation (Relay-OPD). During training, Relay-OPD constructs relay trajectories by letting the teacher briefly take over at detected trigger points to produce a teacher leg, after which the student resumes and is optimized on the resulting trajectory. A limited relay budget concentrates intervention on critical early positions while limiting departure from the student policy. With a Qwen3-4B-Instruct-2507 teacher and Qwen3-0.6B/1.7B-Non-Thinking students on eight mathematical reasoning benchmarks, Relay-OPD achieves the best or second-best results on every benchmark, outperforming standard OPD by +5.73% and the strongest baseline FastOPD by +1.49% on average for 1.7B, with consistent gains at 0.6B. Training trajectory length is reduced by over 50%.

Reinforcement learning (RL) is a natural fit for agentic knowledge base question answering (KBQA), where a model must issue executable actions, observe knowledge-base feedback, and eventually return an answer. However, current RL-based KBQA systems mainly optimize sparse rewards from the final answer, leaving intermediate action errors weakly supervised. This is especially limiting for logical-form annotated KBQA benchmarks: gold logical forms can be converted into executable action sequences, but existing pipelines use them mainly for warm-start data construction rather than for on-policy RL updates. We propose GAPD, a training-time Gold-Action Policy Distillation framework that adds dense token-level guidance to outcome-based RL. To align gold actions with on-policy student rollouts, GAPD uses MID-ANCHOR MATCHING: it treats the intermediate entities reached during student exploration and gold execution as state anchors, and matches student states to gold states through these explored entity sets. The current policy conditioned on this aligned gold action serves as a stop-gradient teacher, whose token distribution is distilled back to the ordinary student policy over generated action-token spans. GAPD consistently surpasses the current state of the art on WebQSP, GrailQA, and GraphQ.

We present OLIVE (OnLine InterVEntion). At each iteration, the evolving student policy generates a new prefix, the teacher continues it autoregressively, and the student is updated using cross-entropy computed on the teacher-generated tokens. Each design choice targets a corresponding limitation of existing distillation methods: (1) sequential covariate shift in offline supervised fine-tuning (SFT) on fixed teacher trajectories, (2) fragmented supervision under prefix failure in token-level on-policy distillation (OPD), and (3) the need for access to teacher token probabilities in distribution-matching distillation. OLIVE achieves higher reasoning performance than OPD (with a top-16 KL approximation) at comparable GPU-hour cost. Our asynchronous implementation further reduces OLIVE's total training time by 23.8\%. We evaluate OLIVE on both hard reasoning tasks and agentic tasks which reflects modern post-training scenarios, and it consistently outperforms existing distillation methods under the same training budget. By regenerating prefixes from the evolving student, OLIVE continues improving after offline distillation plateaus while better preserving the general capabilities and plasticity of the student. Using only text from GPT-5.4-mini, continuously training with OLIVE outperforms offline SFT from the same teacher by 13\% on ScienceWorld. These results support OLIVE as an effective and efficient approach to online language-model distillation.

Humans are remarkably data-efficient when adapting to new unseen conditions, like driving a new car. In contrast, modern robotic control systems, like neural network policies trained using Reinforcement Learning (RL), are highly specialized for single environments. Because of this overfitting, they are known to break down even under small differences like the Simulation-to-Reality (Sim2Real) gap and require system identification and retraining for even minimal changes to the system. In this work, we present RAPTOR, a method for training a highly adaptive foundation policy for quadrotor control. Our method enables training a single, end-to-end neural-network policy to control a wide variety of quadrotors. We test 10 different real quadrotors from 32 g to 2.4 kg that also differ in motor type (brushed vs. brushless), frame type (soft vs. rigid), propeller type (2/3/4-blade), and flight controller (PX4/Betaflight/Crazyflie/M5StampFly). We find that a tiny, three-layer policy with only 2084 parameters is sufficient for zero-shot adaptation to a wide variety of platforms. The adaptation through In-Context Learning is made possible by using a recurrence in the hidden layer. The policy is trained through a novel Meta-Imitation Learning algorithm, where we sample 1000 quadrotors and train a teacher policy for each of them using Reinforcement Learning. Subsequently, the 1000 teachers are distilled into a single, adaptive student policy. We find that within milliseconds, the resulting foundation policy adapts zero-shot to unseen quadrotors. We extensively test the capabilities of the foundation policy under numerous conditions (trajectory tracking, indoor/outdoor, wind disturbance, poking, different propellers).

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.

We aim to improve model performance in multi-reward reinforcement learning training process. Existing Group reward-Decoupled Normalization Policy Optimization (GDPO) has mitigated the issue of reward signals masking one another during direct scalarization by normalizing each reward dimension separately before aggregation. However, our experiments show that GDPO still struggles to balance reward signals with different granularities. Specifically, in some particular training tasks, the model may receive a dense reward that assigns fine-grained scores ranging from 0.1 to 1.0, together with a sparse reward that provides only binary feedback of either 0 or 1. In such cases, we find that the sparse reward may provide an insufficient optimization signal, preventing its corresponding capability from being effectively reinforced. Therefore, how can we strengthen the optimization signal from the sparse reward without sacrificing the capability already learned from the fine-grained reward? To overcome this limitation, we propose Specialize-and-Merge Online Policy Distillation (SMOPD), a two-stage training method for multi-reward optimization. Stage1-Specialize: SMOPD first employs reward-priority configurations to train multiple reward-specialized teachers, allowing each reward to be learned under conditions where its signal can effectively drive optimization. Stage2-Merge: SMOPD then utilizes online policy distillation to combine the reward-specialized capabilities of these teachers into a single student policy, while maintaining balanced task-level optimization. To validate our method, we conduct experiments on two multi-reward settings: complementary rewards(tool-calling accuracy and format) and conflicting rewards (helpful and harmless rewards). Based on above settings, SMOPD outperforms GDPO across 1.5B, 3B and 7B backbones.

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

Pretrained world action models (WAMs) provide generalist capabilities across diverse robotic manipulation tasks, yet improving target-task performance to an expert level without degrading pretrained skills remains challenging. We explore on-policy distillation (OPD) for WAMs and introduce WAM-OPD. WAM-OPD inherits the advantage of OPD methods that transfer task-specific teacher knowledge under the student's own induced distribution, rather than directly fitting the student to a narrow task-specific data distribution. However, in closed-loop manipulation, the observation histories change as the student policy evolves, requiring fresh environment rollouts to remain on-policy. Applying OPD to WAMs entails repeated data collection, which is costly even in simulation and often impractical on real robots. To avoid repeated environment rollouts during distillation, we introduce prefix-weighted trajectory replay (PWTR). PWTR uses a fixed trajectory pool composed primarily of initial-student rollouts, supplemented with task-specific teacher rollouts to broaden trajectory coverage. For each trajectory replayed from this pool, PWTR conditions the current policy on successive stored histories to generate fresh denoising paths, along which the task-specific teacher provides supervision. Although these denoising paths are refreshed as the policy evolves, the replayed environment trajectories remain fixed. PWTR therefore reweights per-decision distillation losses using proxy importance weights derived from path scores accumulated over the trajectory prefix preceding each decision to mitigate the resulting shift in the history distribution. Simulated and real-world experiments demonstrate task adaptation without additional environment interaction during distillation. In both settings, WAM-OPD improves target-task performance while retaining near-initial performance on tasks excluded from adaptation.

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

Code-as-Policy agents accomplish long-horizon embodied tasks by generating and executing code, yet continually improving them with teachers that are stronger but not globally reliable remains a key challenge. Existing distillation methods typically treat the teacher's complete behavior as the supervision target and thus misassign training credit on states where the teacher fails. We propose RE-0, a recursively verified policy improvement framework: rather than assuming that the teacher globally outperforms the student, RE-0 requests local corrections from the teacher on the student's own failure histories and checks in the environment whether each correction is genuinely beneficial; verified corrections yield immediate improvement. Building on this, we propose RE-OPD, which turns verified interventions into supervision for on-policy distillation. Only counterfactually verified teacher interventions provide distribution-level supervision, weighted by their measured local benefit, and the improvement they induce is projected back into the standalone student, so both where supervision is applied and how much credit the teacher receives co-evolve with the student policy. We further prove that the student's per-round gain is lower-bounded by its verified intervention gain up to verification and projection error terms. Experiments across multiple Code-as-Policy embodied tasks show that RE-0 improves both teacher-assisted execution and the standalone student, and generalizes to novel robots and scenes.

On-policy distillation (OPD) trains a student on its own generated responses using dense, token-level supervision from a stronger teacher. Vanilla OPD treats all teacher signals equally, assuming that the teacher's supervision is equally important for every token. However, teacher signals at different tokens may have very different effects on the student's performance: some correct important reasoning errors, while others have little effect on the final answer. Motivated by this observation, we introduce Dr. OPD (OPD Done Right), which defines the optimal weighted OPD to maximize the student's performance. We formulate Dr. OPD as a bilevel optimization problem in which the student learns from weighted teacher supervision, while the weights are selected to maximize the expected reward of the resulting student. To solve Dr. OPD, we develop an efficient iterative solver that updates the token weights and student policy alternatively. At each round, it updates weights in closed form and then takes one gradient step on the resulting weighted OPD objective. Under regularity conditions, we show that this weighted update achieves a higher expected reward than a vanilla OPD update. Empirically, across strong-to-weak and same-size distillation on math and code, Dr. OPD consistently outperforms all evaluated baselines. In particular, in the strong-to-weak distillation setting, Dr. OPD improves average math performance by 9.7 points over vanilla OPD, and enables the smaller student to surpass its larger teacher.

The tie-knotting task is highly challenging due to the tie's high deformation and long-horizon manipulation actions. This work presents TieBot, a Real-to-Sim-to-Real learning from visual demonstration system for the robots to learn to knot a tie. We introduce the Hierarchical Feature Matching approach to estimate a sequence of tie's meshes from the demonstration video. With these estimated meshes used as subgoals, we first learn a teacher policy using privileged information. Then, we learn a student policy with point cloud observation by imitating teacher policy. Lastly, our pipeline applies learned policy to real-world execution. We demonstrate the effectiveness of TieBot in simulation and the real world. In the real-world experiment, a dual-arm robot successfully knots a tie, achieving 50% success rate among 10 trials. Videos can be found https://tiebots.github.io/.

Reinforcement learning with verifiable rewards has become a scalable post-training paradigm for large language models. However, training agents over long-horizon interactions presents two challenges: using only terminal rewards makes turn-level credit assignment sparse and high-variance, while sequential mini-batch updates on a fixed rollout batch introduce policy staleness as the current policy drifts from the behavior policy. Existing approaches obtain denser credit via learned critics, process reward models, or on-policy distillation, but they rely on a value network, step-level annotations, or a stronger external teacher that increase training complexity. Meanwhile, importance sampling and clipping mitigate policy drift, but they do not specify a finite target that stops sequential updates from overshooting. In this work, we introduce TreeOPSD, a critic-free, tree-aware posterior self-distillation framework for long-horizon agentic reinforcement learning. Treating each interaction turn as a tree node, TreeOPSD branches alternative continuations from shared prefixes and recursively backs up terminal rewards into implicit turn-level credit. It then maps each credit to a closed-form, bounded teacher distribution parameterized by the likelihood ratio relative to the frozen behavior policy. Minimizing the divergence between this teacher and the student policy recovers the policy-gradient direction as the tangent at the behavior policy while bounding updates toward a finite target across sequential mini-batches. Empirically, TreeOPSD improves agentic capabilities across several competitive benchmarks and model scales, especially for long-horizon tasks, e.g., raising the average accuracy of Qwen3-30B-A3B-Thinking-2507 by 4.97 points over GRPO on the Deep Research setting.

Bimanual dexterous manipulation is a critical yet underexplored area in robotics. Its high-dimensional action space and inherent task complexity present significant challenges for policy learning, and the limited task diversity in existing benchmarks hinders general-purpose skill development. Existing approaches largely depend on reinforcement learning, often constrained by intricately designed reward functions tailored to a narrow set of tasks. In this work, we present a novel approach for efficiently learning diverse bimanual dexterous skills from abundant human demonstrations. Specifically, we introduce BiDexHD, a framework that unifies task construction from existing bimanual datasets and employs teacher-student policy learning to address all tasks. The teacher learns state-based policies using a general two-stage reward function across tasks with shared behaviors, while the student distills the learned multi-task policies into a vision-based policy. With BiDexHD, scalable learning of numerous bimanual dexterous skills from auto-constructed tasks becomes feasible, offering promising advances toward universal bimanual dexterous manipulation. Our empirical evaluation on the TACO dataset, spanning 141 tasks across six categories, demonstrates a task fulfillment rate of 74.59% on trained tasks and 51.07% on unseen tasks, showcasing the effectiveness and competitive zero-shot generalization capabilities of BiDexHD. For videos and more information, visit our project page https://sites.google.com/view/bidexhd.

This paper presents a novel framework that enables real-world humanoid robots to maintain stability while performing human-like motion. Current methods train a policy which allows humanoid robots to follow human body using the massive retargeted human data via reinforcement learning. However, due to the heterogeneity between human and humanoid robot motion, directly using retargeted human motion reduces training efficiency and stability. To this end, we introduce SMAP, a novel whole-body tracking framework that bridges the gap between human and humanoid action spaces, enabling accurate motion mimicry by humanoid robots. The core idea is to use a vector-quantized periodic autoencoder to capture generic atomic behaviors and adapt human motion into physically plausible humanoid motion. This adaptation accelerates training convergence and improves stability when handling novel or challenging motions. We then employ a privileged teacher to distill precise mimicry skills into the student policy with a proposed decoupled reward. We conduct experiments in simulation and real world to demonstrate the superiority stability and performance of SMAP over SOTA methods, offering practical guidelines for advancing whole-body control in humanoid robots.

Achieving realistic simulations of humans interacting with a wide range of objects has long been a fundamental goal. Extending physics-based motion imitation to complex human-object interactions (HOIs) is challenging due to intricate human-object coupling, variability in object geometries, and artifacts in motion capture data, such as inaccurate contacts and limited hand detail. We introduce InterMimic, a framework that enables a single policy to robustly learn from hours of imperfect MoCap data covering diverse full-body interactions with dynamic and varied objects. Our key insight is to employ a curriculum strategy -- perfect first, then scale up. We first train subject-specific teacher policies to mimic, retarget, and refine motion capture data. Next, we distill these teachers into a student policy, with the teachers acting as online experts providing direct supervision, as well as high-quality references. Notably, we incorporate RL fine-tuning on the student policy to surpass mere demonstration replication and achieve higher-quality solutions. Our experiments demonstrate that InterMimic produces realistic and diverse interactions across multiple HOI datasets. The learned policy generalizes in a zero-shot manner and seamlessly integrates with kinematic generators, elevating the framework from mere imitation to generative modeling of complex human-object interactions.

Simulators can generate virtually unlimited driving data, yet imitation learning policies in simulation still struggle to achieve robust closed-loop performance. Motivated by this gap, we empirically study how misalignment between privileged expert demonstrations and sensor-based student observations can limit the effectiveness of imitation learning. More precisely, experts have significantly higher visibility (e.g., ignoring occlusions) and far lower uncertainty (e.g., knowing other vehicles' actions), making them difficult to imitate reliably. Furthermore, navigational intent (i.e., the route to follow) is under-specified in student models at test time via only a single target point. We demonstrate that these asymmetries can measurably limit driving performance in CARLA and offer practical interventions to address them. After careful modifications to narrow the gaps between expert and student, our TransFuser v6 (TFv6) student policy achieves a new state of the art on all major publicly available CARLA closed-loop benchmarks, reaching 95 DS on Bench2Drive and more than doubling prior performances on Longest6~v2 and Town13. Additionally, by integrating perception supervision from our dataset into a shared sim-to-real pipeline, we show consistent gains on the NAVSIM and Waymo Vision-Based End-to-End driving benchmarks. Our code, data, and models are publicly available at https://github.com/autonomousvision/lead.

Legged locomotion over various terrains is challenging and requires precise perception of the robot and its surroundings from both proprioception and vision. However, learning directly from high-dimensional visual input is often data-inefficient and intricate. To address this issue, traditional methods attempt to learn a teacher policy with access to privileged information first and then learn a student policy to imitate the teacher's behavior with visual input. Despite some progress, this imitation framework prevents the student policy from achieving optimal performance due to the information gap between inputs. Furthermore, the learning process is unnatural since animals intuitively learn to traverse different terrains based on their understanding of the world without privileged knowledge. Inspired by this natural ability, we propose a simple yet effective method, World Model-based Perception (WMP), which builds a world model of the environment and learns a policy based on the world model. We illustrate that though completely trained in simulation, the world model can make accurate predictions of real-world trajectories, thus providing informative signals for the policy controller. Extensive simulated and real-world experiments demonstrate that WMP outperforms state-of-the-art baselines in traversability and robustness. Videos and Code are available at: https://wmp-loco.github.io/.

Long-horizon LM agents learn from multi-turn interaction, where a single early mistake can alter the subsequent state distribution and derail the whole trajectory. Existing recipes fall short in complementary ways: supervised fine-tuning provides dense teacher supervision but suffers from covariate shift because it is trained on off-policy teacher trajectories; while reinforcement learning with verifiable rewards avoids this off-policy mismatch by learning from on-policy rollouts but with only sparse outcome feedback. We address this dilemma by revisiting Dataset Aggregation (DAgger) for multi-turn LM agents: the algorithm collects trajectories through a turn-level interpolation of student and teacher policies, and the student is then trained on these trajectories using supervised labels provided by the teacher. By directly interacting with environments, we expose the model to realistic states likely to be encountered during deployment, thereby effectively mitigating covariate shift. Besides, since the student is learned by mimicking the teacher's behavior, it receives rich feedback during learning. To demonstrate DAgger enjoys the benefits of both worlds, we tested the algorithm to train a software-engineering agent with 4B- and 8B-scale student models. On SWE-bench Verified, our DAgger-style training improves over the strongest post-training baseline by +3.9 points at 4B and +3.6 points at 8B. The resulting 4B agent reaches 27.3%, outperforming representative published 8B SWE-agent systems, while the 8B agent achieves 29.8%, surpassing SWE-Gym-32B and coming within 5 points of stronger 32B-scale agents. Together with consistent gains on the held-out SWE-Gym split, these results suggest the effectiveness of DAgger for modern long-horizon LM agents.

Agentic search enables large language models to solve knowledge-intensive tasks by interleaving multi-step reasoning with retrieval, yet optimizing this with outcome-based reinforcement learning (RL) provides only sparse supervision. Knowledge distillation can supply denser guidance, and advanced proprietary models with their strong reasoning capabilities are promising teachers. While distilling from proprietary models can densify this supervisory signal, conventional logit-matching is precluded by hidden logits and mismatched tokenizers, whereas raw natural language trajectory imitation transfers superficial stylistic artifacts rather than core reasoning competence. To address the heterogeneous distillation problem and bridge the distribution gap, we propose Multi-Agent Protocol Distillation (MAPD), a joint distillation and RL framework uses a structured, style-normalized protocol as an intermediate representation. An offline multi-agent system (MAS) decomposes each query, retrieves supporting evidence, repairs failed searches, and converts the resulting exploration trace into a JSON protocol containing the task type, reasoning plan, and extractive grounding facts. During training, the protocol is provided only to a privileged branch of the student policy, whose token distributions furnish a dense distillation signal alongside the sparse RL objective. Extensive evaluations across seven QA benchmarks demonstrate that MAPD consistently outperforms competitive distillation and RL, achieving average success rates of 39.4\% on Qwen3-1.7B and 44.4\% on Qwen3-4B. Crucially, the framework generalizes robustly across diverse proprietary teachers while effectively mitigating the student policy from style drift and verbosity degeneration.

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.

Humanoid robots can suffer significant performance drops under small changes in dynamics, task specifications, or environment setup. We propose HoRD, a two-stage learning framework for robust humanoid control under domain shift. First, we train a high-performance teacher policy via history-conditioned reinforcement learning, where the policy infers latent dynamics context from recent state--action trajectories to adapt online to diverse randomized dynamics. Second, we perform online distillation to transfer the teacher's robust control capabilities into a transformer-based student policy that operates on sparse root-relative 3D joint keypoint trajectories. By combining history-conditioned adaptation with online distillation, HoRD enables a single policy to adapt zero-shot to unseen domains without per-domain retraining. Extensive experiments show HoRD outperforms strong baselines in robustness and transfer, especially under unseen domains and external perturbations. Code and project page are available at https://tonywang-0517.github.io/hord/.

While recent advances in humanoid locomotion have achieved stable walking on varied terrains, capturing the agility and adaptivity of highly dynamic human motions remains an open challenge. In particular, agile parkour in complex environments demands not only low-level robustness, but also human-like motion expressiveness, long-horizon skill composition, and perception-driven decision-making. In this paper, we present Perceptive Humanoid Parkour (PHP), a modular framework that enables humanoid robots to autonomously perform long-horizon, vision-based parkour across challenging obstacle courses. Our approach first leverages motion matching, formulated as nearest-neighbor search in a feature space, to compose retargeted atomic human skills into long-horizon kinematic trajectories. This framework enables the flexible composition and smooth transition of complex skill chains while preserving the elegance and fluidity of dynamic human motions. Next, we train motion-tracking reinforcement learning (RL) expert policies for these composed motions, and distill them into a single depth-based, multi-skill student policy, using a combination of DAgger and RL. Crucially, the combination of perception and skill composition enables autonomous, context-aware decision-making: using only onboard depth sensing and a discrete 2D velocity command, the robot selects and executes whether to step over, climb onto, vault or roll off obstacles of varying geometries and heights. We validate our framework with extensive real-world experiments on a Unitree G1 humanoid robot, demonstrating highly dynamic parkour skills such as climbing tall obstacles up to 1.25m (96% robot height), as well as long-horizon multi-obstacle traversal with closed-loop adaptation to real-time obstacle perturbations.

A key challenge for reinforcement learning (RL) consists of learning in environments with sparse extrinsic rewards. In contrast to current RL methods, humans are able to learn new skills with little or no reward by using various forms of intrinsic motivation. We propose AMIGo, a novel agent incorporating -- as form of meta-learning -- a goal-generating teacher that proposes Adversarially Motivated Intrinsic Goals to train a goal-conditioned "student" policy in the absence of (or alongside) environment reward. Specifically, through a simple but effective "constructively adversarial" objective, the teacher learns to propose increasingly challenging -- yet achievable -- goals that allow the student to learn general skills for acting in a new environment, independent of the task to be solved. We show that our method generates a natural curriculum of self-proposed goals which ultimately allows the agent to solve challenging procedurally-generated tasks where other forms of intrinsic motivation and state-of-the-art RL methods fail.

Vision-based whole-body loco-manipulation on humanoid robots is challenging due to partial observability, contact-rich dynamics, and the difficulty of learning long-horizon behaviors from high-dimensional visual inputs. We present https://github.com/DreamMimic/DreamMimic{DreamMimic}, a framework that distills privileged teacher policies into vision-based humanoid controllers via world-model-assisted distillation. Instead of using a Dreamer-style RSSM for planning, we repurpose it to learn predictive latent dynamics that serve as both a representation space and an action-conditioned multi-step supervision signal, while exposing compact predictive features to the student policy to reduce long-term drift. Beyond standard reconstruction objectives for proprioceptive and visual observations, we add auxiliary prediction heads for privileged state, contact, object state, and reward estimation. These heads provide additional supervision related to agent--object interaction and task progress, encouraging the latent representation to retain signals that are useful for contact-rich loco-manipulation. We further introduce Performance-Conditioned Guidance (PCG), a reward-driven adaptive distillation schedule that computes performance scores for both teacher and student to dynamically balance guidance and exploration. PCG prevents both premature teacher annealing and excessive teacher interference in challenging visual settings. Experiments on OMOMO and BEHAVE show improved tracking-based loco-manipulation performance over strong vision-based baselines, without exposing online privileged interaction states to the student at deployment. Qualitative simulations further examine morphology and simulator changes. These results suggest that world models can provide a useful mechanism for stabilizing visual policy distillation in contact-rich humanoid behaviors.

Reducing audio-encoder depth lowers the inference cost of speech large language models, but removing complete blocks perturbs the embeddings consumed by the decoder and can cause deletion and premature end-of-sequence errors. We introduce X-AuT, a progressive framework that selects layer combinations through short behavioral probes and restores the pruned model through representation alignment, cross-scale distillation, scheduled student-policy supervision, and LoRA finetuning. The language-model backbone remains frozen, while attention LoRA adapters and the tied output embedding adapt during distillation. Training uses the highest-agreement tier from a transcript-consistency pipeline, followed by source reweighting during finetuning. On ten public Chinese--English benchmarks, compressing Qwen3-ASR-0.6B from 18 to 16 audio-encoder layers reduces macro-average error from 5.61% to 5.27%. The 14-layer model reaches 5.75% with 20.7% fewer audio-tower parameters. Under the matched recipe, the 1.7B teacher yields 5.55% mean error, compared with 8.45% for self-distillation, and progressive 18rightarrow14 pruning outperforms direct pruning (5.75% vs. 6.73%). These single-run results establish two practical operating points and show that the accuracy effects vary across benchmarks. Project website: https://xpeng-ai.github.io/x-aut

Humans can rearrange objects in cluttered environments using egocentric perception, navigating occlusions without global coordinates. Inspired by this capability, we study long-horizon multi-object non-prehensile rearrangement for mobile robots using a single egocentric camera. We introduce EgoPush, a policy learning framework that enables egocentric, perception-driven rearrangement without relying on explicit global state estimation that often fails in dynamic scenes. EgoPush designs an object-centric latent space to encode relative spatial relations among objects, rather than absolute poses. This design enables a privileged reinforcement-learning (RL) teacher to jointly learn latent states and mobile actions from sparse keypoints, which is then distilled into a purely visual student policy. To reduce the supervision gap between the omniscient teacher and the partially observed student, we restrict the teacher's observations to visually accessible cues. This induces active perception behaviors that are recoverable from the student's viewpoint. To address long-horizon credit assignment, we decompose rearrangement into stage-level subproblems using temporally decayed, stage-local completion rewards. Extensive simulation experiments demonstrate that EgoPush significantly outperforms end-to-end RL baselines in success rate, with ablation studies validating each design choice. We further demonstrate zero-shot sim-to-real transfer on a mobile platform in the real world. Code and videos are available at https://ai4ce.github.io/EgoPush/.

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

Compact instruction-following rerankers are attractive for deployment, but conventional distillation pipelines typically train students by offline imitation of teacher outputs on a fixed set of examples, constraining supervision to the teacher's observed ranking space. We revisit reranker distillation through the lens of reinforcement learning. We propose a two-stage framework combining off-policy teacher optimization with on-policy student distillation. In Stage 1, a 4B teacher reranker is strengthened with off-policy GRPO using LLM-judge feedback on 88K instruction-following examples. In Stage 2, a compact 1B student samples rankings from its own policy and receives soft teacher-derived rewards on those rankings, coupling student exploration with knowledge transfer. Our strongest gains appear under distribution shift. On MAIR-11, the original 11-subset, 869-query evaluation, the proposed student reaches 0.7670 nDCG@6, outperforming offline listwise KD by +4.6 points. Controlled comparisons against offline pairwise RankNet KD and on-policy GKD show that neither changing the offline distillation objective nor moving teacher-distribution matching on-policy reproduces the performance of reward-based on-policy distillation over student-sampled rankings. The advantage persists on MAIR-Full: across all 126 tasks and 9,356 queries, the proposed method obtains the highest task-macro point estimates among the evaluated distillation variants, reaching 0.6808 nDCG@6 and 0.7865 MRR@6. It also exceeds two released 7B RL-trained rerankers on the comparable MAIR-11 evaluation, while the same Stage 2 training procedure consistently improves three architecturally distinct alternative student backbones. On the 9,861-query validation benchmark, the resulting 1B reranker achieves 0.7624 nDCG@6 while providing a favorable quality-efficiency tradeoff relative to larger alternatives.

On-policy distillation (OPD) has recently become a prominent post-training recipe as it combines two desirable ingredients: on-policy student trajectories and dense teacher supervision, yet how this hybrid changes a model's parameters remains unclear. Across several language and vision-language model pairs and use cases, our analysis yields two main findings. On sparsity, OPD-style updates are small and coordinate-sparse. They are distributed across layers and are usually FFN-heavy. This sparse structure is operationally useful: training only the discovered subnetwork recovers nearly the same performance as full OPD. However, the sparsity-inducing SGD optimizer underperforms AdamW in our optimizer ablation, likely because dense teacher supervision preserves heterogeneous coordinate-wise gradient scales where AdamW's adaptive scaling remains useful. On geometry, the updates are numerically full-rank but spectrally concentrated; they lie mostly away from the principal singular subspaces of the source weights and fall disproportionately on coordinates where the source weights are close to zero. These findings suggest that dense teacher supervision does not turn OPD into ordinary dense parameter rewriting; instead, OPD retains important geometric signatures of on-policy post-training.

Text-Image-to-Video (TI2V) models are an emerging unified architecture, where a single model simultaneously supports text-to-video (T2V) and image-to-video (I2V) generation. Given a high-quality first frame or a detailed textual prompt, TI2V models unlock substantially better visual quality than their T2V mode, raising a natural question: can the capability elicited by such privileged conditions be internalized into the model's own base generation ability? A common approach toward this goal is model self-distillation. However, the most straightforward solution, supervised fine-tuning, follows an off-policy strategy: its supervision is confined to teacher-generated endpoints from a fixed offline distribution rather than student-visited states, lacking precise correction tailored to the evolving policy. Recent on-policy distillation methods instead suffer from condition-state mismatch, where supervision is steered toward the given first frame instead of the student's actual content, misleading the correction. To achieve self-distillation that absorbs the teacher's privileged prior while retaining precise policy correction, in this work, we propose Hybrid-Policy Self-Distillation (HPSD), a novel self-distillation framework where a single TI2V model acts as both teacher and student under different conditions: the teacher operates in TI2V mode with a high-quality first frame and an enhanced prompt, while the student runs in the base T2V mode with only the vanilla prompt. Specifically, the student inherits off-policy teacher trajectory points as anchors, locally refines them toward its own policy, and finally receives velocity-level supervision on these self-generated roll-outs. Extensive experiments demonstrate that HPSD significantly improves T2V performance while also delivering notable TI2V gains, effectively strengthening the model's base generation ability.

We study on-policy distillation (OPD) for agentic tasks, where an LLM agent interacts with an environment over multiple turns and a student imitates a teacher over these multi-turn interaction histories. Fully online OPD is costly because each update requires fresh student rollouts through the environment and teacher queries at visited histories. We propose Replayed-Prefix On-Policy Distillation (ReOPD), an off-environment alternative that reuses pre-collected teacher trajectories as replayed prefixes: the student acts at selected steps, while the teacher provides dense per-step supervision without executing new environment interactions. We show that multi-turn OPD introduces a prefix trap: making histories more student-on-policy improves relevance to the student, but can query the teacher on histories where its target is unreliable. This creates a two-sided distribution shift between student occupancy and teacher reliability. ReOPD addresses this by treating multi-turn OPD as a reliability-aware prefix distribution design and implements it with a simple step-decaying sampling schedule that emphasizes early, lower-shift prefixes. Across mathematical reasoning with Python and search environments over multiple teacher and student model scales, ReOPD preserves or improves OPD-level accuracy, uses zero tool calls during student training, and is at least 4times faster per rollout than OPD. ReOPD therefore turns expensive agent-environment interaction into a reusable offline resource, enabling scalable distillation across tools, tasks, and environments.

Self-reflection is a powerful mechanism for credit assignment in human learning, converting sparse outcome feedback into actionable guidance. However, its potential for post-training Large Language Models (LLMs) remains underexplored. We propose Self-Reflective Policy Optimization (SRPO), a framework that internalizes this capability. SRPO enables LLMs to analyze their own completed trajectories, synthesize errors into concise "reflection patches," and use reflection-conditioned teacher scores on student on-policy rollouts as dense token-level training signals. This process effectively transforms sparse terminal supervision into dense, token-level learning signals without requiring external critics, separate reward models, or larger teacher models. We demonstrate that SRPO achieves state-of-the-art performance across mathematical reasoning and long-horizon agentic benchmarks with exceptional data efficiency. Using a Qwen3-8B base model, SRPO attains 73.3% on AIME'24 using only 8% (0.08x) of the training FLOPs required by scaled supervised fine-tuning, while significantly improving success rates on WebShop (64.7%), ALFWorld (76.8%), and SWE-Bench-Lite (31.2%). Code is available at https://github.com/Galleons2029/SRPO

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.

While generative models have become effective at producing human-like motions from text, transferring these motions to humanoid robots for physical execution remains challenging. Existing pipelines are often limited by retargeting, where kinematic quality is undermined by physical infeasibility, contact-transition errors, and the high cost of real-world dynamical data. We present a unified latent-driven framework that bridges natural language and whole-body humanoid locomotion through a retarget-free, physics-optimized pipeline. Rather than treating generation and control as separate stages, our key insight is to couple them bidirectionally under physical constraints.We introduce a Physical Plausibility Optimization (PP-Opt) module as the coupling interface. In the forward direction, PP-Opt refines a teacher-student distillation policy with a plausibility-centric reward to suppress artifacts such as floating, skating, and penetration. In the backward direction, it converts reward-optimized simulation rollouts into high-quality explicit motion data, which is used to fine-tune the motion generator toward a more physically plausible latent distribution. This bidirectional design forms a self-improving cycle: the generator learns a physically grounded latent space, while the controller learns to execute latent-conditioned behaviors with dynamical integrity.Extensive experiments on the Unitree G1 humanoid show that our bidirectional optimization improves tracking accuracy and success rates. Across IsaacLab and MuJoCo, the implicit latent-driven pipeline consistently outperforms conventional explicit retargeting baselines in both precision and stability. By coupling diffusion-based motion generation with physical plausibility optimization, our framework provides a practical path toward deployable text-guided humanoid intelligence.

Although Deep Reinforcement Learning (DRL) and Large Language Models (LLMs) each show promise in addressing decision-making challenges in autonomous driving, DRL often suffers from high sample complexity, while LLMs have difficulty ensuring real-time decision making. To address these limitations, we propose TeLL-Drive, a hybrid framework that integrates a Teacher LLM to guide an attention-based Student DRL policy. By incorporating risk metrics, historical scenario retrieval, and domain heuristics into context-rich prompts, the LLM produces high-level driving strategies through chain-of-thought reasoning. A self-attention mechanism then fuses these strategies with the DRL agent's exploration, accelerating policy convergence and boosting robustness across diverse driving conditions. The experimental results, evaluated across multiple traffic scenarios, show that TeLL-Drive outperforms existing baseline methods, including other LLM-based approaches, in terms of success rates, average returns, and real-time feasibility. Ablation studies underscore the importance of each model component, especially the synergy between the attention mechanism and LLM-driven guidance. Finally, we build a virtual-real fusion experimental platform to verify the real-time performance, robustness, and reliability of the algorithm running on real vehicles through vehicle-in-loop experiments.

Multimodal Large Language Models (MLLMs) still struggle with fine-grained visual understanding, where answers often depend on small but decisive evidence in the full image. We observe a regional-to-global perception gap: the same MLLM answers fine-grained questions more accurately when conditioned on evidence-centered crops than on the corresponding full images, suggesting that many failures stem from difficulty to focus on relevant evidence rather than insufficient local recognition ability. Motivated by this observation, we propose Vision-OPD (Vision On-Policy Distillation), a regional-to-global self-distillation framework that transfers the model's own privileged regional perception to its full-image policy. Vision-OPD instantiates two conditional policies from the same MLLM: a crop-conditioned teacher and a full-image-conditioned student. The student generates on-policy rollouts, and Vision-OPD minimizes token-level divergence between the teacher and student next-token distributions along these rollouts. This enables the model to internalize the benefit of visual zooming without external teacher models, ground-truth labels, reward verifiers, or inference-time tool use. Experiments on multiple fine-grained visual understanding benchmarks show that Vision-OPD models achieve competitive or superior performance against much larger open-source, closed-source, and "Thinking-with-Images" agentic models.

On-policy learning has been argued to reduce catastrophic forgetting, produce sparser parameter updates, and improve generalisation. However, existing comparisons between supervised fine-tuning and reinforcement learning vary many factors simultaneously, making the contribution of rollout policy difficult to isolate. We study the effect of rollout policy in a controlled strong-to-weak distillation setting, by independently varying rollout policy, token-level KL direction, and learning rate across the Llama3 and Qwen2.5 model families and reasoning tasks spanning scientific, medical, and arithmetic domains. Our analysis reveals a nuanced picture of distillation dynamics in which rollout policy does not necessarily play a central role. Instead, token-level KL direction more clearly shapes task performance and output coverage, while learning rate governs forgetting and update sparsity. Analysis of KL gradients and experiments along a continuous student-teacher rollout-policy spectrum explain this pattern: forward KL is remarkably robust to rollout policy, with its performance stable and strong despite changes to the rollout policy, whereas reverse KL is substantially more sensitive and favours student-generated rollouts. On-policy data nevertheless improves generalisation to harder variants of the Countdown arithmetic task under both KL directions, although this advantage does not reliably persist after subsequent RLVR. Our broader conclusions remain robust to removing gradient clipping, using sampled KL estimators, and training on tasks requiring longer reasoning chains. Overall, our results challenge the view that on-policy rollouts are inherently preferable and show that their value depends critically on the objective, evaluation setting, and optimisation hyperparameters.

Off-policy and on-policy distillation have traditionally been formulated as separate paradigms, each favoring a different property of distillation trajectories. Teacher-generated (off-policy) traces are typically high-quality but lie far from the student's distribution, whereas student-generated (on-policy) rollouts are more learnable but often contain erroneous reasoning. We view these paradigms as the endpoints of a policy continuum and posit that a more effective rollout policy may lie in between. We introduce Interpolated Policy Distillation (IPD), which defines the next-token distribution at every decoding step as an explicit linear interpolation between the student and teacher distributions. The interpolation operates at the distribution level, token by token, and its coefficient provides direct control over the balance between trajectory quality and student learnability. Naively sampling from this policy would require sequentially querying the teacher at every token and is thus expensive. To make IPD practical, we accelerate it with a new speculative-decoding rule while exactly preserving the interpolated next-token distribution.At the trajectory level, the resulting rollouts naturally interleave student- and teacher-generated segments. Unlike recent heuristic segment-interleaving methods, however, this interleaving is induced by an exactly realized token-level interpolated policy rather than by hand-designed switching rules. Across text-only and multimodal reasoning benchmarks, IPD consistently outperforms both endpoint policies (SFT and OPD), their conventional two-stage combination (SFT-then-OPD), and recent heuristic segment-interleaving methods, demonstrating that token-level policy interpolation better balances trajectory quality and student learnability.

Industrial anomaly detection (IAD) requires identifying fine-grained deviations from normal visual patterns. Multimodal large language models (MLLMs) can improve recognition accuracy by comparing query images with references at inference time, but these benefits rely on additional retrieval and processing. We investigate whether the benefits of reference comparison can instead be internalized in the model parameters. Access to references during training allows a reference-aware teacher to supervise a query-only student. However, the teacher may favor plausible responses based on query cues or language priors rather than valid visual information. We propose ADOPD, a reference-privileged on-policy distillation framework. The teacher evaluates student-generated rollouts under matched and mismatched references. The matched-reference teacher-to-student log-ratio defines the token-level learning direction, specifying what the student should learn. The likelihood gap between the two reference views estimates reference-specific support and calibrates the sequence-level weight. ADOPD achieves 77.31% average accuracy on the MMAD benchmark under zero-shot inference, improving the Qwen3-VL-4B backbone by 6.14 points and outperforming its one-shot setting by 2.64 points. Experiments show that ADOPD learns a fine-grained anomaly inspection strategy from reference comparison. The project will be available at https://github.com/withTai/ADOPD.

Open-weight language models from different families exhibit complementary capabilities, motivating their consolidation into a compact student through on-policy distillation (OPD). However, full-vocabulary OPD typically assumes a shared tokenizer, while existing cross-tokenizer methods may discard teacher probability mass or assign it to student tokens with unrelated content. We introduce Byte-Prefix Marginalization (BPM), which re-expresses the teacher's next-token distribution over the student vocabulary in a shared byte space. Specifically, BPM assigns each teacher token's probability to the longest student token whose byte representation is a prefix of the teacher token's bytes, aggregates mass mapped to the same student token, and places otherwise unmatched mass in an explicit residual category. This produces a vocabulary-complete, byte-aligned, and mass-preserving target for dense OPD. The target exactly recovers the teacher-induced byte-prefix marginal when the relevant prefix does not span multiple teacher tokens (a condition satisfied at more than 99% of training positions) and uses a mass-preserving, chain-factorized lower bound otherwise. Across Qwen3-32B, GLM-Z1-9B-0414, and MiniMax-M2.7 as teachers, BPM consistently outperforms current cross-tokenizer methods on six mathematics and programming benchmarks, improving six-benchmark avg@8 by 3.7-6.6 points over the strongest baselines.

On-policy distillation (OPD) provides dense token-level supervision on student-generated trajectories. Although OPD performs strongly when teacher and student belong to the same model family, we find that its effectiveness degrades in cross-family settings even after tokenizer alignment, with substantially stronger external teachers offering little additional improvement. To understand this disconnect, we decompose the cross-family OPD signal into two components: an offset between a low-capability teacher-family reference and the student, and the within-family log-likelihood shift from that reference to the strong teacher. Standard OPD transfers both components together, allowing the offset to dominate the update direction and obscure the changes associated with teacher capability improvements. We propose CompassOPD, which removes this offset and transfers the within-family shift, while a frozen student reference anchors updates to the student's initial policy. Thus, both teacher-side and student-side changes are measured within their respective model families. Experiments across three student families and multiple teacher families show that CompassOPD consistently outperforms standard cross-family OPD, improving average reasoning accuracy by up to 5.50 points. For an MoE teacher, we further construct the reference directly from the teacher checkpoint by reducing expert activation, eliminating the need for a separate reference checkpoint while retaining a 3.43-point gain over OPD.

Weak-to-strong generalization asks whether stronger models can learn from weaker supervisors and surpass them. This question is particularly important for successive model generations and multi-domain consolidation, where repeating frontier-scale post-training from scratch can be prohibitively expensive. Yet conventional distillation treats the weak teacher as an optimization target, potentially imposing its capacity ceiling on the student. We introduce On-Policy Reverse Distillation (OPRD), which evaluates the teacher's policy shift relative to its reference policy on student rollouts and amplifies the component of the student's verifier-driven policy gradient along that direction. By rescaling only verifier-supported updates, OPRD preserves the stationary points of policy optimization while accelerating learning beyond the teacher. In both successive model transfer and multi-teacher distillation, OPRD achieves higher performance with fewer student updates than existing RL and distillation approaches. Response-style analysis shows that OPRD students remain closer to models trained with verifier-based RL alone than to their weak teachers, suggesting that teacher guidance accelerates rather than redirects the student's own optimization. Results in conventional strong-to-weak distillation further demonstrate that OPRD effectively combines verifier-driven policy optimization with teacher guidance regardless of capacity ordering.

On-policy distillation (OPD) trains a student on its own trajectories under token-level teacher supervision, but existing methods are capped by a single-teacher capability ceiling: when the teacher errs, the student inherits the error. OPD also remains largely unexplored in agentic tasks, where per-step errors compound across long trajectories and destabilize training. We propose MAD-OPD (Multi-Agent Debate-driven On-Policy Distillation), which breaks this ceiling by recasting the distillation teacher as a deliberative collective of teachers that debate over the student's on-policy state; the debate produces an emergent collective intelligence that supplies token-level supervision, with each teacher's contribution weighted by its post-debate confidence. To extend OPD to agentic tasks, we also introduce On-Policy Agentic Distillation (OPAD), which adds step-level sampling to stabilize training under multi-step error compounding. We additionally derive a task-adaptive divergence principle, selecting JSD (Jensen-Shannon divergence) for agentic stability and reverse KL (Kullback-Leibler) divergence for code generation, and verify it both theoretically and empirically. Across six teacher-student configurations (Qwen3 and Qwen3.5; 1.7B-14B students, 8B-32B teachers) and five agentic and code benchmarks, MAD-OPD ranks first across all six configurations; on the 14B+8Bto4B setting it lifts the agentic average by +2.4% and the code average by +3.7% over the stronger single-teacher OPD.

Group Relative Policy Optimization (GRPO) is effective when the current policy already samples useful reasoning trajectories, but it stalls on hard prompts whose correct solution modes lie outside the student's on-policy support. We propose TREK (Teacher-Routed Exploration via Forward KL), a simple staged procedure that uses distillation not for imitation but for exploration support expansion. A key advantage of TREK is its generality: because it only consumes verified output trajectories, it can use an external black-box teacher, a white-box teacher, or the same model given additional inference-time context, and it can efficiently identify which hard-prompt samples are most worth consolidating even when teacher internals are unavailable. TREK first identifies prompts where the unaided student has very low pass rate, queries a proposal source to produce verified candidate solutions, keeps the top-r proposals ranked by current student likelihood, applies a short forward-KL phase to pull those verified modes into the student's support, and then returns to standard on-policy GRPO refinement. On mathematical reasoning, TREK with DeepSeek-V4 proposals improves Qwen3 models across all tested scales on AIME 2024 and AIME 2025; for Qwen3-8B, it improves AIME 2025 from 36.9 to 40.3 and AIME 2024 from 47.9 to 51.1 (avg@16), while the self-context variant reaches 38.5 and 49.6 without an external teacher. On agentic tasks, TREK raises ALFWorld success rate from 75.8 to 82.8 and ScienceWorld success rate from 12.5 to 26.7; notably, on the hardest task types, TREK achieves high success rates early in training while unaided GRPO requires substantially more optimization steps to reach comparable levels.

GUI agents are commonly trained offline from successful interaction trajectories. Standard training decomposes each trajectory into prefix-action pairs: the agent predicts an action from the current screen and interaction history, while the subsequent observation is discarded. This removes the rationale of why an action is correct: the evidence often appears only on the subsequent screen. For example, to enable Soft Wrap, the agent should click Edit or View, but nothing reveals this until the menu opens. Without such evidence, standard imitation gives the model little chance of ever sampling and thus learning the correct reasoning. To address this issue, we propose Gated Hindsight Distillation (GHD), which uses the next screenshot as privileged information during training. A student predicts from the observable trajectory prefix, while a parameter-sharing teacher additionally observes the next screenshot and re-scores the student's on-policy responses. We apply distillation only when the student fails and the hindsight-conditioned teacher recovers the demonstrated action. GHD improves task success over GRPO on AndroidWorld and AndroidLab across two vision-language models. The code and checkpoints will be made available.

A core goal of efficient reasoning is to improve the accuracy-efficiency frontier. However, jointly improving reasoning accuracy and inference efficiency can be challenging, as the two objectives can favor different reasoning behaviors. Independently post-trained models already offer distinct strengths in accuracy and efficiency. We introduce Lightning Weave, a post-training framework that extracts and composes these independently learned capabilities in a single student through on-policy distillation. Each acquired capability is represented by the policy shift from the model before post-training to the resulting specialist. Lightning Weave combines aligned log-ratio shifts at shared student token states and uses Tilted-Target DOPD to convert the cached signals into a stable learning target. Each anchor pair scores the cached trajectories once, enabling subsequent student training without serving multiple live anchor models concurrently. Across diverse student models and benchmarks in mathematics and code, Lightning Weave substantially improves upon the base students and achieves a state-of-the-art accuracy-efficiency frontier. On Qwen3.5-4B, it raises HMMT 2025 accuracy from 59.2% to 64.0% with 10.7% fewer response tokens, and LiveCodeBench v5 accuracy from 41.7% to 54.2% with 9.6% fewer response tokens. Adjusting the relative strengths of the anchor signals yields a strong empirical accuracy-efficiency Pareto frontier. These results establish Lightning Weave as a new practical route to efficient reasoning through capability composition. Code will be released soon.

Natural language is an intuitive interface for humanoid robots, yet streaming whole-body control requires control representations that are executable now and anticipatory of future physical transitions. Existing language-conditioned humanoid systems typically generate kinematic references that a low-level tracker must repair reactively, or use latent/action policies whose outputs do not explicitly encode upcoming contact changes, support transfers, and balance preparation. We propose DAJI (Dynamics-Aligned Joint Intent), a hierarchical framework that learns an anticipatory joint-intent interface between language generation and closed-loop control. DAJI-Act distills a future-aware teacher into a deployable diffusion action policy through student-driven rollouts, while DAJI-Flow autoregressively generates future intent chunks from language and intent history. Experiments show that DAJI achieves strong results in anticipatory latent learning, single-instruction generation, and streaming instruction following, reaching 94.42\% rollout success on HumanML3D-style generation and 0.152 subsequence FID on BABEL.

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

Safety is critical to broadening the application of reinforcement learning (RL). Often, we train RL agents in a controlled environment, such as a laboratory, before deploying them in the real world. However, the real-world target task might be unknown prior to deployment. Reward-free RL trains an agent without the reward to adapt quickly once the reward is revealed. We consider the constrained reward-free setting, where an agent (the guide) learns to explore safely without the reward signal. This agent is trained in a controlled environment, which allows unsafe interactions and still provides the safety signal. After the target task is revealed, safety violations are not allowed anymore. Thus, the guide is leveraged to compose a safe behaviour policy. Drawing from transfer learning, we also regularize a target policy (the student) towards the guide while the student is unreliable and gradually eliminate the influence of the guide as training progresses. The empirical analysis shows that this method can achieve safe transfer learning and helps the student solve the target task faster.

Reinforcement learning (RL) post-training has recently driven major gains in long chain-of-thought reasoning large language models (LLMs), but the high inference cost of such models motivates distillation into smaller students. Most existing knowledge distillation (KD) methods are designed for supervised fine-tuning (SFT), relying on fixed teacher traces or teacher-student Kullback-Leibler (KL) divergence-based regularization. When combined with RL, these approaches often suffer from distribution mismatch and objective interference: teacher supervision may not align with the student's evolving rollout distribution, and the KL regularizer can compete with reward maximization and require careful loss balancing. To address these issues, we propose RL-aware distillation (RLAD), which performs selective imitation during RL -- guiding the student toward the teacher only when it improves the current policy update. Our core component, Trust Region Ratio Distillation (TRRD), replaces the teacher-student KL regularizer with a PPO/GRPO-style likelihood-ratio objective anchored to a teacher--old-policy mixture, yielding advantage-aware, trust-region-bounded distillation on student rollouts and naturally balancing exploration, exploitation, and imitation. Across diverse logic reasoning and math benchmarks, RLAD consistently outperforms offline distillation, standard GRPO, and KL-based on-policy teacher-student knowledge distillation.

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

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

In on-policy distillation (OPD), the student determines which states receive teacher supervision. As its policy evolves, earlier response prefixes become less likely even though teacher-student disagreement on them persists. Under matched trajectory and optimization budgets, neither more queries nor more frequent rollout resampling is uniformly beneficial. Current-policy rollouts outperform initial-policy rollouts at shorter response budgets, but this ranking reverses at longer budgets. Replaying initial-policy rollouts after current-policy training improves accuracy, whereas replaying fixed recent rollouts does not reproduce the gain. We propose R-OPD, a gradient-triggered curriculum that adaptively selects when to revisit initial-student trajectories. When changes in mean gradients fall within minibatch-level variation for two consecutive comparisons, training switches from the next iteration onward to initial-policy replay. Across eight mathematics benchmarks and three training-data orders, R-OPD improves average accuracy over continued current-policy sampling by 2.25/4.44 percentage points at 16K/32K for a 0.6B student and 2.81/6.15 points for a 1.7B student. With a 30B-A3B teacher, it improves 8B accuracy by 4.05 points at 32K. At 32K, R-OPD exceeds a fixed schedule of 40 current-policy updates followed by 20 replay updates by 1.39/1.66/1.85 points for 0.6B/1.7B/8B. At the same generation cap, R-OPD also produces longer responses, suggesting that well-timed revisits help students use more of their reasoning capacity.

On-policy distillation (OPD) trains a student on its own responses with token-level feedback from a stronger teacher, yet the teacher can fail on questions the student already answers correctly, and how often each model succeeds varies across tasks. OPD ignores these outcomes and, on average, pushes down even the student's correct responses; gating feedback by student correctness fixes the direction but uses the teacher in the same way whether or not it succeeded. We introduce DuoOPD, in which the student's outcome sets the direction of feedback and the joint teacher-student outcome decides how the teacher supports it: when only the teacher succeeds, its verified answer becomes context for scoring the student's failed response, and when only the student succeeds, a weight shared within the task reinforces the whole response. A single rule covers all four outcome combinations without task-specific settings. Across Qwen3 and Llama, DuoOPD outperforms all five baselines in mean macro accuracy, improving over OPD by 2.58 and 5.98 percentage points, and it also leads on two further task mixtures spanning scientific calculation, instruction following, and code generation. Ablations show that outcome-based direction alone stays near the gated baseline, while the joint-outcome designs supply most of the gain.

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

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

On-policy distillation (OPD) has become increasingly popular for transferring teacher capabilities to student models. In this work, we ask a critical research question: Is on-policy sampling always beneficial for distilling arbitrary teacher-student pairs? We show that a simple alternative, Semi-OPD, which distills from offline rollouts generated by the initial student, can often outperform OPD in both accuracy and training efficiency. Across 17 teacher-student pairs ranging from 1.5B to 235B parameters, Semi-OPD outperforms OPD in 14 cases, with up to +13.6% accuracy and 11.4x training speedup. We further find that the choice between OPD and Semi-OPD depends on the alignment between the initial teacher and student, quantified by an output-token overlap ratio: OPD is beneficial only when the two are highly aligned with high overlap ratios. Our deeper investigation suggests that effective distillation requires on-policyness w.r.t. both the student and the teacher. For misaligned pairs, student rollouts can become increasingly off-policy w.r.t. the teacher as context length grows, weakening the distillation signal. In contrast, Semi-OPD is often more stable, as it distills on shorter contexts while covering full trajectories and exposing the student to more teacher-preferred tokens. Beyond proposing Semi-OPD as an efficient alternative, our work motivates the community to rethink when to use OPD and to study stronger OPD variants with meaningful teacher-student pairs.

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

Autoregressive video generators are attractive for streaming, long-horizon, and interactive applications, but distilling strong black-box teachers into causal students remains difficult. The student must learn under its own rollout distribution, whereas practical teachers may expose only prompt-conditioned completed videos and may differ in architecture, capacity, temporal design, and sampling schedule. This interface makes supervised fine-tuning off-policy, score-based distillation inapplicable, and direct adversarial imitation too sparse for denoising-time credit assignment. We propose Adversarial Flow Distillation (AFD), an on-policy framework for heterogeneous black-box video distillation. AFD queries the teacher and rolls out the current student on the same prompts, trains a prompt-paired Bradley-Terry discriminator to estimate clean-sample teacher-student discrepancy, and converts the resulting on-policy advantage into forward-process flow-matching updates on the student's own noised states. Thus, AFD provides dense velocity-field supervision while requiring no teacher scores, latents, denoising trajectories, step alignment, or reverse-chain reinforcement learning. Experiments across two causal AR student families show that AFD consistently improves motion- and physics-sensitive generation while preserving general video quality, and ablations validate the importance of adaptive on-policy feedback and forward-process credit assignment. The method requires only clean teacher videos and student rollouts, providing a practical route for distilling proprietary or heterogeneous video generators into efficient autoregressive students.

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.

On-policy distillation (OPD), which supervises a student on its own sampled trajectories, has emerged as a data-efficient post-training method for improving reasoning while avoiding the reward dependence of reinforcement learning and the catastrophic forgetting often observed in standard supervised fine-tuning. However, standard OPD typically computes teacher supervision under noisy student-generated contexts and often relies on a single stochastic teacher rollout per prompt. As a result, the supervision signal can be high-variance: the sampled teacher trajectory can be incorrect, uninformative, or poorly matched to the student's current reasoning behavior. To address this limitation, we propose BRTS, a Best-of-N Rollout Teacher Selection framework for on-policy distillation. BRTS augments standard student-context OPD with a teacher-context supervision branch constructed from the curated teacher trajectory. Rather than distilling from the first sampled teacher rollout, BRTS samples a small pool of teacher trajectories and selects the auxiliary trajectory using a simple priority rule: correctness first, student alignment second. When multiple correct teacher trajectories are available, BRTS chooses the one most aligned with the student's current behavior; when unconditioned teacher samples fail on harder prompts, it invokes a ground-truth-conditioned recovery step to elicit a natural derivation. The selected trajectory is then used to provide reliable teacher-context supervision inside the OPD loop, augmented with an auxiliary loss on the teacher trajectory. Experiments on AIME 2024, AIME 2025, and AMC 2023 show that BRTS improves over standard OPD on challenging reasoning benchmarks, with the largest gains on harder datasets. Our code is available at https://github.com/BWGZK-keke/BRTS.

On-policy distillation (OPD) has become a key paradigm in LLM post-training, yet its training dynamics remain poorly understood. We present a systematic study examining the role, pathologies, and regulations of OPD. We first clarify the role of OPD as an exploration catalyst: it steers the student toward correct reasoning paths via dense token-level guidance, without expanding capability ceiling. We confirm this by showing that prompt diversity matters more than per-problem sampling numbers, and critically, that the effectiveness of OPD hinges entirely on the quality of its guiding signal. This dependency exposes two pathologies that derail exploration. The Student-Teacher Mismatch occurs when a large teacher-student distributional gap causes the guiding signal to misalign with task correctness, steering exploration in counterproductive directions. Length Exploitation arises when the aggregated token-level objective creates length-dependent shortcuts, allowing the student to game the reward landscape through response truncation or redundant padding, exploring degenerate length modes rather than reasoning strategies. To tame these pathologies, we investigate lightweight signal regulations: advantage clipping and log-scale compression, ensuring exploration is guided by faithful signals. Experiments across seven benchmarks demonstrate that these regulations alleviate length exploitation and enable effective distillation, stably surpassing OPD variants and RLVR baselines, thereby confirming that well-regulated signal quality, rather than mere teacher scale, governs successful exploration in OPD.

Long-horizon tool-use reinforcement learning learns from outcome verification, but trajectory-level advantages are broadcast over reasoning, API, and answer tokens. Direct self-distillation can supply a denser signal, but in our experiments it can also destroy tool use by rehearsing teacher behavior without identifying which actions the verifier rewards. We introduce Sibling-Guided Credit Distillation (SGCD), which uses distillation for bounded credit weighting rather than as a competing actor loss. Dynamic sampling produces mixed successful and failed sibling rollouts; an external LLM summarizes their contrast into a training-only credit reference; and detached teacher/student divergence reshapes GRPO token advantages. The deployed student receives only the clean task prompt. Across AppWorld and tau^3-airline, SGCD reports higher held-out point estimates than GRPO-family comparators: AppWorld TGC improves from 42.9 to 45.6 on test_normal and from 24.7 to 27.0 on test_challenge, and tau^3-airline held-out evaluator score improves from 0.583 to 0.602. These results support a narrow design rule for long-horizon tool-use agents: use distillation to guide credit assignment while keeping policy gradient in charge of the actor update.

On-policy distillation (OPD) has emerged as a core component of modern LLM post-training pipelines, yet we reveal a failure mode: degenerate agreement, where students exploit repetitive loops to achieve near-perfect token agreement with the teacher despite globally flawed responses. We therefore shift our focus from agreement to teacher-student mismatch, and find that mismatch tokens can be mainly categorized into two types: student-excess tokens and student-deficit tokens. Student-excess tokens are generated by the student but assigned near-zero probability by the teacher; their log-ratio corrections grow unbounded and destabilize the update. Student-deficit tokens, in contrast, are preferred by the teacher but rarely sampled by the student; their absence blocks the transfer of the teacher's reasoning patterns. To tackle these mismatch directions, we propose TIDE (Token-level Independent Deficit-Excess correction), which applies bounded Hellinger shaping to suppress the most severe sampled excesses and an analytic teacher top-K injection to restore deficient probability mass without requiring deficit tokens to be sampled. Across mathematical reasoning benchmarks with multiple Qwen3 teacher-student pairs, TIDE consistently outperforms standard OPD and recent token-selection and reward-shaping baselines. Moreover, the gains of TIDE are more pronounced under strong teacher-student mismatch, where it improves Avg@8 from 6.9% to 20.3%, reduces average response length by a factor of 3.6, and substantially reduces formatting failures. Code is available at https://github.com/yzc-666/TIDE

We study length inflation in on-policy distillation (OPD), where student responses can become excessively long and even exhaust the generation budget. We identify termination-token mismatch between base students and post-trained teachers as an important source of this behavior. Across Qwen3, Llama, and Gemma, the two models can place their stopping probability on different EOS tokens, even when their declared stopping sets are identical. This mismatch can suppress the student's preferred termination action without reliably transferring the teacher-preferred alternative. We show that aligning the decoding stopping set alone is insufficient, while treating functionally equivalent EOS tokens as a shared semantic stopping action substantially mitigates mismatch-induced length inflation across all three model families. To further understand how termination behavior evolves over training, we study OPD across different K2-Horizon training stages. This stage-wise analysis shows that termination preferences can shift substantially during training, while also revealing a distinct length inflation late in the OPD run that persists beyond termination alignment. Together, these results identify termination mismatch as an important, but not exhaustive, source of OPD length dynamics. We release an implementation incorporating the proposed termination-handling corrections.

Context distillation enables language models to internalize in-context knowledge into their parameters. In our work, we propose On-Policy Context Distillation (OPCD), a framework that bridges on-policy distillation with context distillation by training a student model on its own generated trajectories while minimizing reverse Kullback-Leibler divergence against a context-conditioned teacher. We demonstrate the effectiveness of OPCD on two important applications: experiential knowledge distillation, where models extract and consolidate transferable knowledge from their historical solution traces, and system prompt distillation, where models internalize beneficial behaviors encoded in optimized prompts. Across mathematical reasoning, text-based games, and domain-specific tasks, OPCD consistently outperforms baseline methods, achieving higher task accuracy while better preserving out-of-distribution capabilities. We further show that OPCD enables effective cross-size distillation, where smaller student models can internalize experiential knowledge from larger teachers.

On-policy knowledge distillation (OPD) trains a student on its own rollouts under token-level supervision from a teacher. Not all token positions matter equally, but existing views of token importance are incomplete. We ask a direct question: which tokens carry the most useful learning signal in OPD? Our answer is that informative tokens come from two regions: positions with high student entropy, and positions with low student entropy plus high teacher--student divergence, where the student is overconfident and wrong. Empirically, student entropy is a strong first-order proxy: retaining 50% of tokens with entropy-based sampling matches or exceeds all-token training while reducing peak memory by up to 47%. But entropy alone misses a second important region. When we isolate low-entropy, high-divergence tokens, training on fewer than 10% of all tokens nearly matches full-token baselines, showing that overconfident tokens carry dense corrective signal despite being nearly invisible to entropy-only rules. We organize these findings with TIP (Token Importance in on-Policy distillation), a two-axis taxonomy over student entropy and teacher--student divergence, and give a theoretical explanation for why entropy is useful yet structurally incomplete. This view motivates type-aware token selection rules that combine uncertainty and disagreement. We validate this picture across three teacher--student pairs spanning Qwen3, Llama, and Qwen2.5 on MATH-500 and AIME 2024/2025, and on the DeepPlanning benchmark for long-horizon agentic planning, where Q3-only training on <20% of tokens surpasses full-token OPD. Our experiments are implemented by extending the OPD repository https://github.com/HJSang/OPSD_OnPolicyDistillation, which supports memory-efficient distillation of larger models under limited GPU budgets.

On-policy distillation (OPD) trains a student on its own trajectories with token-level teacher feedback and often outperforms off-policy distillation and standard reinforcement learning. However, we find that its standard advantage weighted policy gradient suffers from three structural weaknesses, including high variance updates, vanishing gradients in zero-advantage regions, and exploration bottlenecks when corrective signals are insufficient. We therefore propose Asymmetric On-Policy Distillation (AOPD), which replaces ineffective negative reinforcement with localized divergence minimization in non-positive advantage regions while preserving positive reinforcement learning. Experiments on mathematical reasoning benchmarks show that AOPD consistently outperforms standard OPD, with average gains of 4.09 / 8.34 under strong / weak initialization, respectively. AOPD also maintains higher policy entropy during training and better capability retention during sequential tool-use adaptation.

On-policy distillation (OPD) trains a student on its own rollouts with token-level teacher supervision. Recent selective OPD methods exploit the non-uniformity of OPD signals by prioritizing high-entropy or high-disagreement tokens. We revisit this principle and ask: which token-level teacher signals are actually learnable? Using a fixed-context diagnostic that measures same-context teacher-student KL reduction, we show that raw KL disagreement is a coarse proxy for learning value. It conflates learnable disagreement, where the teacher assigns corrective mass to the student's top-K candidates, with incompatible disagreement, where the teacher places mass mostly off the student's current support. We formalize this local compatibility as token teachability and show that it better predicts fixed-context improvement than raw KL alone. Motivated by this finding, we propose Teachability-Aware OPD (TA-OPD), a lightweight token-position selection method that applies OPD loss to high-teachability positions without reward models or verifiers. Across Qwen2.5 and Qwen 3 teacher-student settings, TA-OPD often surpasses full-token OPD with only 5% retained tokens and improves over entropy- and divergence-based baselines. Our results reframe selective OPD as selecting learnable teacher signals rather than merely salient tokens.

On-policy distillation (OPD) trains a student on prefixes sampled from its own policy while matching a stronger teacher. This addresses the prefix mismatch of offline distillation, but early student rollouts can still be poor, placing teacher supervision on weak or low-quality prefixes. We propose Trust-Region behavior Blending (TRB), a warmup method that replaces the early rollout policy with the closest-to-teacher behavior policy inside a student-centered KL trust region, while keeping the per-prefix reverse-KL OPD loss unchanged. The KL budget is annealed to zero, so training returns to pure student rollouts after warmup. Across two math-reasoning distillation settings, TRB attains the strongest average among the compared methods.

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

On-Policy Distillation (OPD) trains a student model on its own generative trajectories under dense token-level feedback from a stronger teacher, mitigating both the off-policy distribution shift of Supervised Fine-Tuning (SFT) and the sparse credit assignment of Reinforcement Learning (RL). However, standard OPD faces two coupled limitations. First, it requires direct access to the teacher's token-level logits, excluding a broad class of capable proprietary models from serving as teachers. Second, the token-level logit signal itself is brittle, depending on a narrow overlap of plausible next tokens between teacher and student, and prone to amplifying degenerate patterns such as repetition loops. In this paper, we introduce OmniOPD, a novel framework that addresses both limitations through a logit-free, chunk-level supervision signal. OmniOPD replaces deterministic logit matching with Monte Carlo rollouts that approximate the teacher's local preferences through a continuous semantic similarity metric over multi-token chunks, and concentrates this supervision via a peak-entropy scheduler that audits the student only at its high-uncertainty reasoning forks. A Dirichlet-Multinomial Bayesian prior and a base-model KL anchor further bound the variance of discrete sampling and prevent policy collapse across unaudited tokens. Across competitive benchmarks, OmniOPD surpasses the standard OPD approach by up to +28.64% on math, confirming that chunk-level semantic verification extracts a more reliable learning signal than token-level logit matching, whose high information density is offset by significant noise and brittleness. Furthermore, when paired with stronger black-box teachers such as Claude-4.5-Haiku and Gemini-2.5-Flash, OmniOPD achieves an additional +9.54% relative on math over its open-weight teacher counterpart, advancing the student past the performance of self-exploratory RL.

On-policy distillation (OPD) supervises the student only in output space by matching next-token probabilities. This output-only paradigm has two limits: (1) sampling variance from Monte Carlo KL estimates over large vocabularies (e.g., Qwen's ~150k tokens) persists throughout training, and (2) it treats the teacher as a black-box, discarding all intermediate hidden states after the LM head. We propose On-Policy Representation Distillation (OPRD), which lifts distillation into hidden-state space by aligning student and teacher representations across selected layers on the same rollouts, bypassing the LM head entirely. Theoretically, OPRD eliminates sampling variance and provides richer per-layer structural information. Empirically, OPRD closes the student-teacher gap on AIME 2024/2025 and AIMO, while output-space OPD baselines plateau below the teacher. OPRD also trains 1.44x faster and uses 54% less memory than top-k OPD. Code: https://github.com/ShenzhiYang2000/OPRD.

On-policy distillation (OPD) trains a student on its own trajectories with dense per-token supervision from a stronger teacher, and often outperforms off-policy distillation and standard reinforcement learning. However, we find that its effectiveness implicitly relies on two assumptions that frequently break in practice: trajectory-level alignment between the student and the teacher, and uniform token-level reliability of the teacher's preferences. We therefore propose Sign-Gated On-Policy Distillation (SG-OPD), which uses a binary verifier as a trust signal for the teacher at two complementary granularities: phased teacher sampling mixes in verifier-endorsed teacher rollouts at cold-start, and a sign-consistency gate extrapolates the distillation update on tokens where the teacher agrees with the verifier-correct direction and interpolates it where it disagrees. Experiments on competition-level mathematical reasoning benchmarks show that SG-OPD consistently outperforms standard OPD, with average gains of 1.98 and 7.50 at the per-sample and per-question levels, respectively.

On-policy distillation (OPD) trains a student on its own rollouts guided by teacher feedback and is becoming increasingly important for large language model (LLM) post-training. Like reinforcement learning (RL), however, OPD faces an on-policy systems bottleneck, as rollouts can dominate training time for reasoning workloads. Asynchronous training pipelines can alleviate this bottleneck by decoupling rollout generation from learner updates, but doing so introduces stale-policy data. While prior work has studied stale data in asynchronous RL, its effects in OPD remain underexplored. We present the first systematic study of staleness in asynchronous OPD, focusing on a practical setting where teacher feedback is implemented through local KL losses and full-vocabulary teacher logits are too expensive to store or transfer, necessitating finite teacher-score caches. We first show that KL direction changes the stale-data problem: teacher-weighted forward KL is more robust to stale rollouts, whereas student-weighted reverse KL is vulnerable. Second, for this vulnerable reverse-KL case, we study whether methods designed to stabilize asynchronous RL can mitigate OPD staleness. In our experiments, they do not improve over a simpler OPD-specific surrogate: recomputing the reverse-KL signal under the current student at learner time. Third, we analyze how finite teacher-score caches create a bias-variance tradeoff for sparse and sampled reverse-KL OPD estimators. This motivates multi-sample Monte Carlo (MC), which preserves MC correctability while reducing one-sample variance. Finally, we present and open-source AsyncOPD, a fully asynchronous OPD training pipeline built from these estimator choices. Experiments show that AsyncOPD improves training throughput by 1.6times to 3.8times over strict synchronous training while reaching comparable accuracy.

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

On-policy distillation (OPD), which aligns a student with the teacher's token-level distribution on the student's own rollouts, is an effective paradigm for transferring capabilities across LLMs. Prevailing approaches assume a teacher at least as capable as the student: they either distill a larger model into a smaller one, which fails at the frontier where no larger teacher exists, or consolidate multiple domain experts trained from a shared base, which requires costly training at the student's scale. We introduce Weak-to-Strong On-Policy Distillation (W2S-OPD), a simple yet effective OPD framework that improves the strong student by distilling from multiple weak models. W2S-OPD constructs a proxy teacher in logit space from a contrast pair of a positive and a negative model, both smaller than the student and cheap to obtain. Their logit difference isolates the capability direction, which is added to the student's own base model, yielding a proxy teacher that couples this direction while staying distributionally adjacent to the student. The student then distills it by minimizing the per-token reverse KL on its own rollouts. We instantiate the contrast pair as i) a post-RL expert against its pre-RL initialization, isolating the skill RL instills, ii) a larger against a smaller base model, isolating the capability from scale, and iii) a small base model with correct versus wrong hints, isolating the instance-level direction toward the solution. Across four math and three code benchmarks, W2S-OPD outperforms OPD, enables the student to surpass the domain teacher, and keeps improving the student even when every supervision source is weaker. Analysis shows different contrasts yield distinct signals: the post-RL and hint contrasts emphasize reasoning frameworks, while the scale contrast emphasizes the solving procedure. Our code will be available at https://github.com/Yu-Fangxu/W2S-OPD.

On-policy Distillation (OPD) supervises a student model on trajectories sampled from its own policy by minimizing the divergence between the output distributions of the teacher and student at each token position, thereby providing dense token-level supervision. Although existing OPD methods have demonstrated strong performance in improving the reasoning ability of student models, their objectives fundamentally rely on token-level distribution matching. Consequently, they lack an explicit signal for comparing a token's relative compatibility across reasoning modes and thus do not directly model preferences between these modes. To address this limitation, we propose COPD, a contrastive OPD framework. Specifically, for each token generated by the student model, a frozen teacher model scores the same student state under two contrasting instructions that elicit light and heavy reasoning. The difference between the resulting log probabilities serves as a token-level advantage signal to guide the OPD update. Rather than merely imitating a single teacher distribution, COPD directly encourages the student model to learn more concise and efficient reasoning strategies. We conduct experiments on nine multimodal benchmarks covering both reasoning and understanding tasks. The results show that COPD substantially reduces reasoning length without compromising model performance and consistently improves efficiency across different tasks and model scales. Furthermore, the contrastive formulation can be seamlessly integrated into the On-policy Self-distillation (OPSD) framework, where self-contrastive supervision is constructed without an additional teacher model, thereby enabling the model to distill itself toward lightweight reasoning.

On-policy distillation (OPD) trains a student on its own rollouts with token-level supervision from teacher models, but its effectiveness can depend strongly on the warm-up stage before OPD. In this paper, we demystify warm-up for OPD from both data and training perspectives. For data, we find that effective warm-up relies on teacher-compatible chain-of-thought supervision, and that even incorrect teacher rollouts can provide comparable benefits to correct ones. This suggests that warm-up primarily transfers a teacher-compatible thinking pattern rather than merely correct answers. For training, we show that low-rank adaptation (LoRA) with a near-saturation training duration better balances in-domain adaptation and out-of-distribution generalization than full-parameter SFT. Based on these findings, we propose Simple-OPD, a plug-and-play initialization method that warms up the student on teacher-generated CoT with LoRA before OPD. Experiments across diverse settings demonstrate the effectiveness and robustness of Simple-OPD.

On-policy distillation (OPD) combines student-generated rollouts with dense token-level supervision from a teacher. Existing work has mainly studied its algorithmic behavior, leaving the role of training data unclear. We examine this role at the data-minimal limit by training on a single query. One-shot OPD keeps improving for hundreds of steps and recovers most of full-data OPD's gain across task domains and model families. We explain this result through the states visited during training and the rate at which the student aligns with the teacher. We measure state coverage, the fraction of the states full-data OPD visits that a query set's rollouts reach. A single query already reaches \(71.5\%\), most of it within the first 100 steps. Adding semantically distinct queries raises coverage and validation accuracy together, until 16 queries reach \(98.9\%\) and match full-data training. Yet alignment slows at a similar pace whether OPD trains on one query or the whole dataset, and even a fixed set of states takes hundreds of steps to absorb. OPD is therefore data-overfed but algorithm-starved. Its rollouts quickly expose broad supervision, while the student absorbs that supervision increasingly slowly. The state-coverage result extends to multi-teacher OPD, where 16 semantically diverse queries per domain match full-data MOPD. As a further stress test, content-light templates and off-domain WildChat queries also approach the real-query baseline. Task content and induced state coverage can therefore come apart. We hope these findings direct future work toward the step efficiency of OPD, and prompt a re-examination of the data and the mechanisms behind its recent successes in frontier post-training.

On-policy distillation (OPD) corrects a student on the responses it writes, but its signal is the teacher's next-token distribution: it tells the student what the teacher says but misses how it thinks. Latent supervision promises the missing part by aligning the student's latent states to the teacher's. Recent methods such as OPRD bring this signal into on-policy distillation. However, we observe two failures of this recipe when distilling Qwen3-4B and Qwen3-8B into Qwen3-1.7B-Base. Early gain, late collapse: latent supervision alone lifts MATH-500 accuracy from 25 to 46 in 10 steps, but subsequent training degrades performance down to 11 with no recovery. Better alignment, worse behavior: although the alignment metric steadily improves throughout this collapse, the most aligned model turns out to be the worst performing. Further analysis suggests a mismatch in how the latent signal is applied: layers paired by depth play different roles in the two models, so continued alignment may pull the student toward teacher states it cannot understand. To address this, we propose LastOPD, which applies the latent signal only at the last-layer state, the common interface both LM heads read, and only during a 10-step crossfade into token-level OPD. This keeps the useful part of the latent signal and hands the student to token-level supervision before the collapse sets in. Extensive experiments show that LastOPD improves MATH-500 over token-only OPD by 5.55 and 4.02 points with the 4B and 8B teachers, leads on most held-out datasets, and reaches the final score of token-only OPD in about half the steps. Code is available at https://github.com/Muyiiiii/LastOPD.

On-policy distillation (OPD) trains student agents through teacher supervision on their own interactions with an environment. However, in asynchronous multi-turn training, arrival-order batching can allow a few early or long rollouts to dominate learner updates while other valid rollouts become stale before being used, wasting already-generated experience. To address this problem, we introduce DivOPD, a simple learner-side batch-selection method that spreads a fixed turn budget across more rollouts and, within each rollout, prioritizes turns with larger cumulative teacher-student disagreement. Turns without usable teacher feedback are excluded. The per-turn loss and optimizer remain fixed; selection only changes which student-visited turns receive training weight. For no-progress rollouts, an optional extension briefly hands control to the teacher before returning it to the student. Across six teacher-student settings on the simulated ALFWorld, ScienceWorld, and WebShop benchmarks, with 1.5B-7B students, DivOPD raises cross-setting mean peak success rate from 77.4 to 84.4 and mean success over the last five evaluations from 71.5 to 78.6. It reaches all reported setting-specific targets with geometric-mean speedups of 1.84x in training tokens and 1.87x in learner GPU time relative to vanilla OPD. Teacher intervention further raises this last-five mean to 82.4 while retaining about 1.7x learner-GPU speedup over vanilla OPD. Code will be released at https://github.com/HanyangWang0418-oss/DivOPD.

On-policy distillation (OPD) trains a student to match the teacher's next-token distributions on the student's own trajectories and has yielded substantial empirical gains. Generalized variants allow the student to surpass the teacher by extrapolating an implicit reward in output space. The language-model head, however, attenuates this change anisotropically: much of the change encoded in the teacher's hidden states reaches the logits at a small fraction of its weight, and the sampled-token log-probability ratios on which output-space extrapolation relies inject noise that the extrapolation amplifies, making training unstable. We observe that reinforcement learning (RL) shifts a model's internal representations relative to its base checkpoint, and that the direction of this shift can be measured at every layer. Motivated by this observation, we propose RIDE (RL-Induced Direction Extrapolation), which extrapolates the RL-induced change directly in representation space: at every layer and token position, RIDE computes the residual between the teacher and its pre-RL checkpoint and regresses the student's hidden states toward targets displaced beyond the teacher along this residual. Conditioned on a sampled trajectory, this regression is equivalent to maximizing a linear directional reward defined by the residual under a quadratic penalty centered at the teacher, which makes explicit how the objective moves the student along the RL-induced direction while limiting its deviation from the teacher. Across four base/RL-teacher pairs spanning different scales, architectures, and pre-training lineages, RIDE approaches or exceeds the RL-trained teacher on every pair and is the only method whose mean does so, and it consistently outperforms output-space extrapolation, which degrades the student whenever the teacher is close to its base. Project page: https://github.com/xixixixixxxx/RIDE.

Large language models (LLMs) typically generate text autoregressively (AR), predicting one token at a time. Block diffusion language models (dLLMs) instead generate blocks sequentially while denoising multiple tokens in parallel within each block, offering a promising way to accelerate generation. Rather than training such models from scratch, recent work adapts strong pretrained AR models into block dLLMs through distillation. On-policy distillation (OPD) has been widely used for LLM training because it supervises the student on states generated by its current policy, rather than only on fixed offline trajectories. By training on the states the student actually visits, it reduces the mismatch between training and generation and can provide more relevant supervision as the student evolves. Recent work has extended this idea to AR-to-block-diffusion conversion. However, this setting introduces a fundamental mismatch in supervision: the block-diffusion student and the causal AR teacher condition on different information at the same training state. The student predicts from the entire partially denoised block, including visible future context, whereas the standard AR teacher target is defined only from the causal prefix. As a result, the teacher distribution used for distillation is not fully aligned with the information available to the student. We therefore introduce d-OPD, a future-aware on-policy distillation method that corrects the AR teacher distribution to better align with the student-visible state by incorporating visible future information within each block, providing supervision that better matches the information used by the student. Across Qwen3 models from 0.6B to 8B, d-OPD improves the six-benchmark average by up to 4.0 points over OPDLM and reduces training time by 1.35-1.58times. The code is available at https://github.com/mit-han-lab/d-OPD.

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

On-policy self-distillation (OPSD) trains a student to match a privileged teacher distribution along its own sampled trajectory. Standard OPSD applies this supervision to unverified student rollouts while conditioning the teacher on privileged context, typically a reference solution. We separate these roles in a factorial analysis and find that scaffold correctness has a stronger effect on downstream accuracy than context correctness. Unverified scaffolds create an imitation gap because the teacher can use information unavailable to the student. This gap shrinks with model scale, yet OPSD continues to supervise mostly unverified trajectories. In contrast, verified scaffolds remain effective even when the teacher is conditioned on the student's own unsuccessful rollout. Based on this finding, we introduce OASIS, which retains the OPSD objective but supervises mostly verified by label on-policy trajectories and replaces written solutions with unverified model-generated attempts as the teacher context. OASIS therefore requires only final-answer labels. Across Qwen3-1.7B, 4B, and 8B on AIME 2024, AIME 2025, and HMMT 2025, OASIS improves over the base model by 3.2--3.8 points on average, while OPSD's gain falls from 3.05 points at 1.7B to 0.14 at 8B. At 8B, OASIS improves over OPSD by 3.05 points, showing that verified on-policy scaffolds preserve the effectiveness of self-distillation as models scale.

On-policy self-distillation (OPSD) trains a student on its own generated responses using feedback from the same model conditioned on privileged information. On mathematical reasoning, the original OPSD study finds that stylistic tokens can dominate the training signal over math-related tokens, and that pointwise clipping of the forward KL objective stabilizes training. Pointwise clipping caps each vocabulary-wise forward KL term at a fixed threshold before summing over the vocabulary. Follow-up studies have adopted this clipping, but its effect on training has not been directly examined. In matched training runs differing only in whether clipping is applied, we observe that clipped runs produce substantially more repetitions that persist to the end of the response than their unclipped counterparts. We trace this failure to the clipped objective. We prove that the clipped objective can fail to correct the student toward the teacher and can instead push clipped and unclipped token probabilities away from its teacher. Our training runs agree with this analysis: inside repetitions, the clipped student places less probability than its teacher on leaving the repetition, and more on continuing it, whereas the unclipped runs stay close to their teachers.

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

On-policy distillation (OPD) trains a student on its own rollouts using dense supervision from a teacher. In multi-turn environments, a mistake at a critical decision step can redirect the subsequent rollout toward poor outcomes. We use low teacher confidence on student actions to select high-uncertainty steps for correction. In a controlled ALFWorld study, a single teacher correction at a low-confidence step improves subsequent student behavior and task success, motivating selective intervention during distillation. We propose UOPD, an uncertainty-aware intervention method for on-policy distillation. At low-uncertainty turns, UOPD executes student actions and applies the standard OPD loss. At high-uncertainty turns, it samples and executes teacher actions and trains the student to imitate them through supervised fine-tuning, which minimizes forward Kullback-Leibler divergence in expectation. UOPD utilizes adaptive uncertainty thresholds to target a scheduled intervention rate. Empirically, we evaluate UOPD across a broad range of agentic tasks, including ALFWorld, WebShop, and Search, demonstrating its superior performance over OPD methods and their variants. UOPD improves WebShop score by up to 15.8% relative to standard OPD.

On-policy distillation (OPD) aligns a student with a teacher on trajectories sampled from the student itself, reducing the train-test state mismatch of offline distillation. The same feedback loop can nevertheless be unstable: each update changes both the policy and the states on which the next update is computed. We introduce WDL-OPD, a mixture-constrained co-training method with two trainable policies. An anchor policy generates every rollout, an auxiliary policy evaluates the same visited states, and a geometric mixture of their token distributions is matched to a frozen teacher by reverse KL. Both policies receive gradient. We show that freezing the auxiliary recovers an anchor-plus-contrast proxy target closely related to OPD^2 and W2S-OPD, whereas joint training creates branch-level degrees of freedom that a static delta cannot express. In recorded Qwen3 experiments at 1.7B and 4B scale, WDL-OPD produces the strongest student checkpoint in each of four scale-domain settings. It raises MATH500 accuracy from 0.630 to 0.685 at 4B and from 0.521 to 0.585 at 1.7B. In code generation, seven single-policy OPD configurations exhibit entropy growth or trajectory degradation, while co-training reaches independently re-evaluated development scores of 0.637 and 0.375. Because several comparisons differ in curriculum or initialization, these results support a stabilization hypothesis rather than a universal causal claim. We provide the exact training algorithm, failure evidence, and the controlled comparison matrix needed to test that hypothesis.

On-policy distillation (OPD) supervises a student on its own trajectories with token-level signals from a frozen teacher, yet how a sampled loss allocates updates across tokens remains poorly understood. We analyze the gradient of the per-token K2 estimator of reverse KL with respect to the student logits. The ell_1 norm of this gradient factorizes into the absolute teacher--student log-probability gap and a student-side softmax factor that grows as the sampled token becomes less likely under the student. In our math-distillation runs, these per-token norms are highly non-uniform: low-student-probability tokens account for a disproportionate share of their sum and are also enriched in large teacher--student gaps. As a lightweight intervention suggested by this analysis, we study Surprise-aware Reweighting (SuRe), a detached, bounded weighting rule that further amplifies this existing allocation. Across two Qwen3 student scales, SuRe improves several math metrics over vanilla OPD and shows no clear degradation on the selected out-of-domain benchmarks. Our primary contribution is therefore a gradient-level characterization of reverse-KL OPD trained with the K2 estimator, with SuRe as one empirical instantiation.

On-policy distillation (OPD) trains a student on the responses it generates. Existing LLM multi-teacher OPD transfers what specialists predict through their output distributions. We introduce Latent-MOPD, to our knowledge the first representation-level multi-teacher OPD method for LLMs. It integrates existing specialists through both their predictions and the hidden states used to compute them, without additional teacher training. To coordinate representation supervision from multiple specialists, we select late-layer targets according to the teacher-student relationship, bridge unequal hidden widths with a shared projection, and group updates by domain. Each teacher's supervision gradually shifts from hidden states to token predictions, with both channels using the same routed specialist. In our main same-family setting, Latent-MOPD outperforms the token-only, representation-only and uniform-averaging baselines on all nine benchmarks across math, code and logic. With the same parameter count as each teacher, the student also surpasses the per-benchmark best teacher on a majority of these benchmarks. With larger, separately developed cross-family teachers, Latent-MOPD outperforms both single-channel baselines on all benchmarks. A same-family all-layer representation-only control remains stable with domain-pure updates but collapses when teacher domains are interleaved within an update. Our results show that a single student can integrate capabilities from several specialists through both their output distributions and internal representations.

On-Policy Distillation (OPD) trains a student on its own generations using teacher feedback. With different tokenizers, comparing teacher and student predictions requires alignment at both sequence and vocabulary levels. In this paper, we examine whether expanding this alignment coverage improves learning. Across three heterogeneous teacher--student pairs on mathematical reasoning and code generation, strict 1:1 groups already cover most student-generated tokens despite substantial vocabulary mismatch. On responses sampled from the students before distillation, the shared vocabulary retains nearly all teacher and student probability mass at strictly aligned positions on average. Restricting reverse KL to a student-selected top-16 subset of the shared vocabulary at each strict position achieves accuracy comparable to full shared-vocabulary OPD, outperforming the evaluated cross-tokenizer baselines. Adding mean squared error supervision on span log-probabilities in mismatch groups gives complete supervision coverage, yet reduces accuracy. At checkpoints from training with only the strict loss, the span gradients show weak or negative directional agreement with the strict gradients and grow in magnitude relative to them. These diagnostics may help explain the accuracy drop from adding span supervision. Our findings motivate a shift from maximizing alignment coverage to prioritizing supervision reliability: compact supervision at strict positions can be more effective than broader coverage that introduces weakly aligned or conflicting training signals.

On-policy distillation (OPD) trains a student on its own generated responses using token-level teacher supervision. However, uniform weighting overlooks differences in token learning value, while existing weighting methods rely on predefined mappings from prediction signals to token weights. These mappings are not learned from the effectiveness of the resulting student updates, limiting their ability to adapt to evolving learning needs. In this paper, we propose MetaOPD, a bilevel optimization framework that jointly learns the student model and a lightweight token-weighting network. The inner objective updates the student through weighted OPD, while the outer objective optimizes the weighting network using validation loss on reference solutions after a virtual student update. Differentiating through this update connects weighting decisions to their effects on post-update performance, allowing the mapping from prediction signals to token weights to evolve alongside the student. Experiments on six mathematical reasoning and three out-of-domain datasets, covering two student scales and seven baselines, demonstrate the effectiveness of MetaOPD, with Avg@8/Pass@8 gains over OPD of 1.99/5.97 percentage points for the 0.6B student and 2.25/6.41 points for the 1.7B student.

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

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

On-policy distillation (OPD) improves language-model by supervising a student on prefixes sampled from its own policy, but its supervision remains confined to the output space. Consequently, OPD transfers what a teacher predicts without supervising the intermediate computation that produces those predictions. Simply distilling intermediate representations like representation matching is insufficient since teacher and student representations may differ geometrically, and even well-aligned hidden states need not be usable by the student's subsequent computation. We introduce On-Policy Mechanism Distillation (OPMD), which transfers teacher-derived intermediate computation while explicitly accounting for its compatibility with the student. OPMD first constructs a student-compatible teacher that transforms teacher representations into intermediate states usable by the student's downstream computation, then it internalizes these states from on-policy trajectories. OPMD achieves the highest average accuracy among the evaluated distillation baselines in all three teacher--student settings, and generalizes to multi-teacher distillation and cross-family supervised fine-tuning. Further analyses show that mechanism supervision yields more effective reasoning and meaningfully alters the student's intermediate computation and solution strategies, supporting that it transfers information beyond output supervision alone. Together, these results establish mechanism-level supervision as an effective way to move on-policy distillation beyond output supervision, enabling students to learn inner mechanisms they can use and internalize.

A guardrail classifier is reported as if unsafe were a property of text. It is not: it is a property of a policy, and the policy enters the model through its labels. We exploit an accident of an industrial deployment in which the same ~53k prompts were labelled twice, under two operational definitions ("is this a request for harmful content?" and "would a moderator block this?"), and used to train ten guardrail arms sharing architecture, codebase and optimiser family, at two model scales. First, the guardrail's own training corpus already contained the benchmarks: JailbreakBench-benign is 88% and OR-Bench-hard 82% present in the training pools, two over-refusal benchmarks, the kind a guardrail reports to argue it does not over-block. Everything below is decontaminated. Second, safety benchmarks stratify sharply by how much of their score is decided by the label definition rather than by the model: with architecture and optimiser fixed, the range across the ten arms is 0.99 on HarmBench-copyright and 0.043 on WildGuard-benign, a 23x spread. Third, a benchmark score can be moved across its entire range by 0.03% of the parameters. Across these arms HarmBench-copyright spans 0-100 and OR-Bench-hard over-refusal 3.4-56.4%, and the four arms whose last supervision signal carries a given policy occupy one extreme of both (exact rank p=0.005, or 0.04-0.14 at worst), at unchanged detection capability. For a distilled student the teacher's soft labels do this even when every hard label carries the other policy, so teacher provenance is an unrecorded confound in any released checkpoint. Fourth, validation accuracy on the one split that grades all twenty arms tracks agreement with the annotator's policy (rho=+0.74), not detection capability (rho=+0.34). We argue that guardrail evaluations should report contamination, a seed floor and the definition they were graded against as first-class variables.

On-policy distillation (OPD) trains a student model on its own trajectories using dense token-level feedback from a stronger teacher model. Since each update is conditioned on the reasoning prefix already generated by the student, the prefix also shapes how effectively teacher feedback is converted into learning. We find that shared prefixes can lead to weak token-level updates, a phenomenon we call Prefix-Induced Supervision Attenuation (PISA). This attenuation arises in two common cases. (i) High student confidence can weaken corrective gradients even when the teacher disagrees. (ii) Tokens that rely on earlier reasoning can receive learning signals as weak as those for simple local continuations. To solve this problem, we propose Trajectory Dropout, a simple training-time intervention that exposes these weakened signals. The student first performs a standard full-context rollout to generate a complete trajectory. During training, we randomly drop a certain proportion of the student's reasoning trajectory, while the teacher continues to observe the complete trajectory for token-level supervision. This intervention strengthens corrections for overconfident predictions and introduces additional supervision at prefix-sensitive positions. Trajectory Dropout consistently improves average performance across teacher--student model pairs of different scales and six mathematical reasoning benchmarks, while also yielding gains on two out-of-domain benchmarks. It can also be flexibly integrated into existing OPD variants with negligible computational overhead, further improving their performance. These results demonstrate that Trajectory Dropout provides a simple mechanism for strengthening token-level supervision across model scales and OPD objectives.

On-policy distillation (OPD) consolidates expert capabilities into a single student by matching teacher and student final-layer distributions on student-generated rollouts. We investigate whether depthwise prediction transitions, the changes in predictions between layers, can provide additional task-relevant supervision. Our diagnostic study finds that stronger teacher--student agreement in intermediate transitions is associated with higher answer correctness within questions, with correct responses exhibiting lower mean transition KL across all measured intermediate layer pairs. These observations motivate On-Policy Transition Distillation (OPTD), which augments final-layer distribution matching by aligning teacher and student layer-to-layer log-probability increments on student-generated rollouts. Evaluations across three backbones and eight benchmarks spanning mathematics, coding, and instruction following show that OPTD achieves the best or tied-best overall performance in both dual- and three-domain distillation. In the three-domain setting, OPTD recovers approx 90% of the overall teacher--student capability gap, compared with approx 75% for OPD.

Hybrid transformer architectures that replace most softmax attention layers with linear attention offer transformer-level quality at a fraction of the memory cost. Rather than pretraining such models, a growing body of work distills them from already trained full-attention transformers. However, these distilled models often collapse on long-context retrieval and reasoning tasks, particularly when operating in thinking mode, where the efficiency gains of hybrid architectures matter most. Since linear attention layers must compress context into a fixed-size state, their errors compound over long sequences. As off-policy distillation never teaches the student model to recover from this drift, tasks that necessitate longer sequence lengths become especially challenging. We introduce On-Policy Attention Linearization (OPAL) in which the hybrid attention student samples its own long-context trajectories and receives dense supervision from the frozen full-attention teacher. Applying OPAL to Qwen3-4B and MiMo-7B-RL-0530, we recover 87--94% of full-attention performance on commonsense reasoning, 100% on needle-in-a-haystack (NIAH) retrieval, and 83--93% on mathematical reasoning with only 3B training tokens. We achieve these results without supervised fine-tuning (SFT) or reinforcement learning with verifiable rewards (RLVR). Compared with the strongest prior linearization method, which recovers 68% of its teacher's retrieval performance and 21.6% absolute average mathematical reasoning accuracy, OPAL fully recovers retrieval and achieves 67.6--72.2% on math reasoning.

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

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

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

Omni-modal large language models deployed in real-world environments encounter external noise that can interfere with their perception and understanding of multimodal inputs. We study their robustness in audio-visual understanding, focusing on question answering under environmental noise and competing speech. The challenge is to resist acoustic interference while preserving useful audio evidence. On-policy distillation provides dense teacher feedback on student-generated responses, but uniform token weighting does not explicitly prioritize positions affected by acoustic interference. We introduce OP-CAD (On-Policy Clean-Audio Distillation), a curriculum-based privileged self-distillation framework for robust audio-visual understanding. Training progresses from mild to severe environmental noise and competing speech, with selective token-level supervision at each stage. The student generates responses from corrupted audio-visual input, while a frozen teacher uses clean audio and the verified answer to supervise the same response prefixes. To allocate this supervision, OP-CAD compares teacher predictions under clean, corrupted, and visual-only contexts without revealing the answer. These matched comparisons measure sensitivity to audio removal and corruption; a bounded weighting rule emphasizes positions identified by either signal while retaining supervision throughout the response. OP-CAD outperforms the compared methods across all evaluated noise conditions. Paired analyses further show improved preservation of clean-correct answers under strong interference, with no observed aggregate clean-accuracy penalty. These results demonstrate the value of directing clean-teacher supervision toward acoustically sensitive predictions for robust audio-visual reasoning.

On-policy self-distillation (OPSD) trains a student on its own reasoning trajectories using token-level supervision from a reference-conditioned teacher initialized from the same model. However, access to the reference can induce teacher behaviors that undermine independent reasoning in thinking models, leading to reference hallucinations, where the student cites an unavailable reference to justify reasoning steps, and reconsideration suppression, where the teacher discourages verification and revision at uncertain steps. We introduce Steered-Teacher OPSD (ST-OPSD) to jointly address these failure modes through activation steering. ST-OPSD extracts two directions from model-generated reasoning trajectories and applies them to the teacher's hidden states during distillation target computation, suppressing reference-invoking behavior and encouraging reconsideration with marker-family calibration. The student learns from the resulting teacher distributions without being steered. Experiments on AIME and HMMT show that ST-OPSD improves accuracy over vanilla OPSD and other interventions while restoring reconsideration and reference-hallucination rates to base-model levels.

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.

Knowledge distillation has become a primary mechanism for transferring reasoning and domain expertise from frontier Large Language Models (LLMs) to smaller, deployable students. However, the dominant paradigm remains off-policy: students train on static teacher-generated data and never encounter their own errors during learning. This train--test mismatch, an instance of exposure bias, causes prediction errors to compound autoregressively at inference time. On-Policy Distillation (OPD) addresses this by letting the student generate its own trajectories and receive teacher feedback on these self-generated outputs, grounding distillation in the theory of interactive imitation learning. Despite rapid growth spanning divergence minimization, reward-guided learning, and self-play, the OPD literature remains fragmented with no unified treatment. This survey provides the first comprehensive overview of OPD for LLMs. We introduce a unified f-divergence framework over on-policy samples and organize the landscape along three orthogonal dimensions: feedback signal (logit-based, outcome-based, or self-play), teacher access (white-box, black-box, or teacher-free), and loss granularity (token-level, sequence-level, or hybrid). We systematically analyze representative methods, examine industrial deployments, and identify open problems including distillation scaling laws, uncertainty-aware feedback, and agent-level distillation.

Large language models trained with reinforcement learning (RL) for mathematical reasoning face a fundamental challenge: on problems the model cannot solve at all - "cliff" prompts - the RL gradient vanishes entirely, preventing any learning signal from reaching these failure modes. We introduce Hybrid Distillation Policy Optimization (HDPO), which augments standard RL with privileged self-distillation targeting cliff prompts. On each training step, HDPO identifies prompts where all rollouts fail, generates privileged rollouts by providing the model with ground-truth information, filters for correct solutions, and distills the teacher's token-level distribution into the student. Because teacher and student share the same weights - differing only in their input - the realizability gap is provably bounded, unlike cross-model distillation. We prove that R=1 filtered privileged generation recovers the optimal KL-regularized RL policy in the hard-threshold limit. Experiments on OpenMathInstruct-2 with Qwen2.5-Math-1.5B-Instruct show that HDPO consistently improves coverage metrics (pass@4 by +0.8-1.1%, pass@8 by +0.4-1.7%) while maintaining greedy accuracy, with the distillation weight lambda providing direct control over the exploration-exploitation tradeoff.