Daily Papers

On-policy distillation (OPD) has been widely studied as a post-training method in which a student model obtains token-level supervision from a stronger teacher on its own rollouts. Recent studies have improved OPD through alternative distillation reward formulations and teacher configurations, while the objective of distillation remains centered on mimicking the teacher. However, when a stronger teacher has limited distributional overlap with the student, such positive guidance can provide insufficient learning signals. In this work, we introduce Negative-Policy OPD (NP-OPD), which complements teacher supervision with rollouts from a lower-performing, lower-capability negative policy that serves as a negative reference for the student. Rather than modifying the distillation reward formulation, NP-OPD introduces the negative policy at the rollout stage, continuously supplying tokens preferred by the negative policy over the teacher so that they remain exposed to teacher supervision throughout training. This provides an explicit negative signal through negative-policy rollouts while preserving the positive teacher supervision used in OPD. Through extensive experiments, we show that NP-OPD improves OPD across model scales, generation modes, reasoning domains, and different OPD variants. Furthermore, our analyses show that NP-OPD effectively suppresses tokens preferred by the negative policy over the teacher and moves the student away from the negative policy. These results support our design of introducing negative signals through negative-policy rollouts and provide new insight into the role of the rollout policy in OPD. Code will be available at https://github.com/naver-ai/np-opd.

We introduce Elastic Looped Transformers (ELT), a highly parameter-efficient class of visual generative models based on a recurrent transformer architecture. While conventional generative models rely on deep stacks of unique transformer layers, our approach employs iterative, weight-shared transformer blocks to drastically reduce parameter counts while maintaining high synthesis quality. To effectively train these models for image and video generation, we propose the idea of Intra-Loop Self Distillation (ILSD), where student configurations (intermediate loops) are distilled from the teacher configuration (maximum training loops) to ensure consistency across the model's depth in a single training step. Our framework yields a family of elastic models from a single training run, enabling Any-Time inference capability with dynamic trade-offs between computational cost and generation quality, with the same parameter count. ELT significantly shifts the efficiency frontier for visual synthesis. With 4times reduction in parameter count under iso-inference-compute settings, ELT achieves a competitive FID of 2.0 on class-conditional ImageNet 256 times 256 and FVD of 72.8 on class-conditional UCF-101.

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

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.

Large language models demonstrate increasingly strong reasoning capabilities through effective post-training. Yet, prevailing post-training methods optimize over massive numbers of tokens, implicitly assuming that effective learning must be token-intensive. We revisit this assumption in the on-policy distillation (OPD) setting, which naturally admits dense teacher supervision at every generated token. Using the Qwen3 family, we discover a counter-intuitive phenomenon: reasoning can be effectively incentivized by an extremely small fraction of generated tokens--as few as one or two tokens per reasoning trajectory, corresponding to only 0.05% of all tokens. Surprisingly, this sparse supervision in most cases matches or surpasses full-token training in improving reasoning ability, despite excluding the vast majority of generated tokens from the training objective. This phenomenon is consistently observed across nine teacher--student configurations spanning different model scales on mathematical reasoning tasks, and is further validated on coding reasoning, Llama models and Proximal Policy Optimization (PPO)-based reinforcement learning with verifiable reward (RLVR). Interestingly, such extremely sparse supervision may be closer to the natural learning process: rather than correcting every step word by word, one reflects on a few critical reasoning steps, updates prior understanding, and continues the trial-and-error, avoiding micro-level corrections while remaining remarkably effective. Overall, our results challenge the assumption that effective post-training must be token-intensive and point to a new direction for understanding and designing more efficient post-training algorithms.

Contact-rich manipulation requires estimating forces, slip and contact geometry that can remain ambiguous in scene images. Optical tactile sensors provide both visual observations of the contact surface and mechanical measurements, yet learning from these signals raises two challenges: representing contact beyond appearance and transferring its benefits to a policy that does not require fingertip observations at deployment. We introduce HapticWAM, a world-action model that combines heterogeneous tactile encoding, structured contact prediction and teacher-student distillation. Its teacher encodes gel images together with deformation, shear, distributed forces, resultant wrench and derived contact state into a frozen video backbone. Rather than predicting tactile pixels alone, the model jointly generates actions and a contact package describing future events and mechanics. Anticipatory Contact Coupling uses the previously imagined package to condition attention, preserving a contact-related input when direct tactile observations are unavailable. Haptic-Imagination Distillation transfers both contact futures and action predictions to a student that retains the generative contact head but removes its fingertip input branches. On a real-world setup, across three contact-rich pick-and-place tasks, HapticWAM Student achieves a 77% per-task mean success rate (41 of 50 starts, 82% pooled), reaching 95% on one of the tasks, outperforming the evaluated teacher and baseline configurations.

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

Modern LLM-based ASR systems have established multilingual capability as a standard feature, leveraging large-scale multilingual corpora and LLMs' cross-lingual knowledge to achieve competitive performance across multilingual benchmarks. However, jointly modeling languages with heterogeneous acoustic, phonological, and lexical characteristics inevitably introduces optimization conflicts, undermining language-wise specialization. To address this challenge, we propose Language-Specialized Multi-Teacher On-Policy Distillation (LS-MOPD), which decouples language-specific knowledge acquisition from multilingual capability integration: language-specialized teachers are independently optimized via reinforcement learning (RL), with their expertise then integrated into a generalist multilingual student through language routing and token-level multi-teacher distillation, thereby reducing direct cross-lingual optimization conflicts. We further explore static and dynamic acoustic-prefix configurations to examine how teacher-student prefix consistency influences the efficacy of on-policy distillation. Experiments on benchmarks covering Mandarin, Mandarin subdialects, Cantonese, and English demonstrate that LS-MOPD substantially outperforms RL baselines and surpasses the empirical performance envelope defined by the best-performing RL teachers on nearly all benchmarks, revealing its potential to generalize beyond all teachers in multilingual ASR.

Diffusion language models (DLMs) alleviate the inherent latency bottleneck of autoregressive (AR) large language models (LLMs), but their degraded generation quality limits practical applicability. Although knowledge distillation (KD) can be a promising direction for improving performance, we empirically find that naively applying conventional KD yields only marginal gains, or even degrades generation quality. Based on these observations, we propose a novel self-distillation framework for DLMs, namely SelFusion. To enable effective KD without an external teacher model, SelFusion performs two forward passes with different masking levels, defining the hard mode with a larger masking probability and the easy mode with a smaller masking probability. However, the easy mode is not always more accurate than the hard mode and can be overconfident on incorrect tokens. Thus, we introduce bidirectional KD between the two modes, which can dynamically determine the distillation direction based on token-level correctness. Experimental results on instruction-following tasks show that the proposed self-distillation substantially outperforms other KD methods with external LLM and DLM teachers. In many configurations, the student trained with SelFusion even surpasses the performance of the LLM teacher, providing a practical path toward improving DLM generation quality. Source code can be found at https://github.com/scai-research/SelFusion_official

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

Text embedding models have been popular for information retrieval applications such as semantic search and Question-Answering systems based on Retrieval-Augmented Generation (RAG). Those models are typically Transformer models that are fine-tuned with contrastive learning objectives. Many papers introduced new embedding model architectures and training approaches, however, one of the key ingredients, the process of mining negative passages, remains poorly explored or described. One of the challenging aspects of fine-tuning embedding models is the selection of high quality hard-negative passages for contrastive learning. In this paper we propose a family of positive-aware mining methods that leverage the positive relevance score for more effective false negatives removal. We also provide a comprehensive ablation study on hard-negative mining methods over their configurations, exploring different teacher and base models. We demonstrate the efficacy of our proposed methods by introducing the NV-Retriever-v1 model, which scores 60.9 on MTEB Retrieval (BEIR) benchmark and 0.65 points higher than previous methods. The model placed 1st when it was published to MTEB Retrieval on July 07, 2024.

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

Recent advances have substantially improved real-time interactive video generation in the autoregressive regime. However, most existing few-step autoregressive video generation methods, often distilled from a corresponding many-step teacher, default to a 4-step sampling configuration, which still incurs considerable latency during deployment and suffers from severe quality degradation when the number of sampling steps is further reduced, particularly in the one-step setting. Trajectory-style consistency distillation methods often produce videos with weak dynamics, while DMD-based approaches, such as Self-Forcing, tend to yield blurry frames. To address this challenge, we propose One-Forcing, a simple yet effective approach which augments the DMD objective with an auxiliary GAN loss for high-quality and efficient one-step video generation. Experiments on VBench show that One-Forcing achieves a total score of 83.76, establishing state-of-the-art performance among one-step causal video generation methods and remaining competitive with strong many-step approaches. We further demonstrate that one-step framewise autoregressive generation can be achieved stably with merely one-third of the training cost of the chunkwise model, a setting that prior methods have failed to achieve successfully.

Quadrupedal robots with manipulators offer strong mobility and adaptability for grasping in unstructured, dynamic environments through coordinated whole-body control. However, existing research has predominantly focused on static-object grasping, neglecting the challenges posed by dynamic targets and thus limiting applicability in dynamic scenarios such as logistics sorting and human-robot collaboration. To address this, we introduce DQ-Bench, a new benchmark that systematically evaluates dynamic grasping across varying object motions, velocities, heights, object types, and terrain complexities, along with comprehensive evaluation metrics. Building upon this benchmark, we propose DQ-Net, a compact teacher-student framework designed to infer grasp configurations from limited perceptual cues. During training, the teacher network leverages privileged information to holistically model both the static geometric properties and dynamic motion characteristics of the target, and integrates a grasp fusion module to deliver robust guidance for motion planning. Concurrently, we design a lightweight student network that performs dual-viewpoint temporal modeling using only the target mask, depth map, and proprioceptive state, enabling closed-loop action outputs without reliance on privileged data. Extensive experiments on DQ-Bench demonstrate that DQ-Net achieves robust dynamic objects grasping across multiple task settings, substantially outperforming baseline methods in both success rate and responsiveness.

Despite recent advances, frontier large language model (LLM) agents remain limited in discovering and patching complex vulnerabilities in real-world software. Generally available agents can already aid attackers, who only need to find one exploitable weakness, while defenders must continuously identify and patch all vulnerabilities across fast-growing codebases. Stronger defensive agents would help close this gap, yet the scarcity of security training data with reproducible build and execution environments remains a bottleneck. We present CyberForge, a framework that synthesizes executable, repository-level security training data by injecting vulnerabilities into real C/C++ projects. It validates each instance dynamically: the injected build must pass the project's unit tests, and generated proof-of-vulnerability (PoV) must trigger on the injected build and not on the clean one. CyberForge is not limited by the availability of disclosed vulnerabilities, therefore it can scale in comparison to data augmentation techniques which rely on historic CVE data. The resulting corpus holds 1034 validated vulnerabilities across 80 projects and 63 weakness categories, with edit locality similar to real CVE patches under a real-versus-real noise floor. Fine-tuning on trajectories collected over this corpus improves SEC-bench patch repair by +3.3 to +14.7 points, in all six configurations of three model scales and two teachers, with the 31B student reaching its GPT-5.4-mini teacher, 72.7% against 74.0%. These gains generalize out of distribution to PatchEval, a corpus containing other programming languages, where every configuration also improves and the 31B student passes its teacher.

Autoregressive video diffusion models enable streaming generation but often degrade over long rollouts: static scene layouts drift, while mechanisms that improve spatial stability tend to suppress motion, causing natural flows such as water, fire, or smoke to stagnate. We study this stability-motion trade-off in fixed-camera long-horizon nature video generation, where the two failure modes can be more clearly separated than in moving-camera settings. We propose Steady-Forcing, a memory and training framework combining a persistent visual anchor (V-Sink), an exponential moving-average motion memory (EMA-Sink), block-relative temporal encoding, periodic cache purification, and distillation from a Wan2.1-14B teacher with motion-rewarded priors under task-focused configurations. Together, these components are designed to preserve background identity while sustaining visually plausible fluid dynamics over multi-minute autoregressive rollouts. Evaluations across seven baselines show that Steady-Forcing improves long horizon background consistency and imaging quality, while a blind user study indicates stronger perceived stability and motion continuity. The benchmark evaluation further suggest that generic VBench aggregate scores under-penalize fixed-camera artifacts as well as rewarding drift-induced optical flow as Dynamic Degree while not directly penalizing texture hardening or flow stagnation - motivating future task-specific benchmarks for static-camera nature-flow evaluation. Project page: https://minar09.github.io/steadyforcing/

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.

Fine-grained image recognition classifies subcategories such as bird species or car models. While state-of-the-art (SOTA) models are accurate, they are often too resource-intensive for deployment on constrained devices. Knowledge distillation addresses this by transferring knowledge from a large teacher model to a smaller student model. A key challenge is selecting the right teacher, as it heavily impacts student performance. This paper introduces a teacher selection metric, Ratio 1-2, based on teacher prediction ratios. Extensive analysis of over one thousand experiments across 3 students, 8 teachers, and 8 datasets under 4 training strategies demonstrates that our metric improves teacher selection by 18\% over previous methods, enabling small student models to achieve up to 17\% accuracy gains. Experiment codebase is available at: https://github.com/arkel23/FGIR-KD-Teacher{https://github.com/arkel23/FGIR-KD-Teacher}.

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

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Large language models (LLMs) have become increasingly capable problem solvers, but being able to solve a problem is not the same as being able to teach it. Existing approaches to training LLMs as teachers rely on demonstrations, preference data, or predefined pedagogical criteria that specify what good teaching looks like. However, these signals are often not grounded in individual student learning outcomes, where effective teaching strategies can vary substantially across learners. To address this, we introduce Sherpa, a multi-turn reinforcement learning framework that instantiates multiple student archetypes with LLMs conditioned on distinct learning preferences and trains a teacher model to adapt its instruction by directly maximizing their learning outcomes. Teacher LLMs trained with Sherpa improve instructed students' performance across all archetypes by an average of 20.5 percentage points. Under MathTutorBench's evaluation, Sherpa raises the overall pedagogy score from 52.5% to 79.2%, indicating better teaching responses. Our human studies show that the trained teacher is preferred over the base model in 79.6% of pairwise comparisons. Together, Sherpa trains LLM teachers to adapt to diverse simulated students and become better aligned with human teachers, paving the road towards AI tutors teaching real students.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

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

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

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

Modern large language models (LLMs) rely on reinforcement learning to build strong capabilities in individual domains, but integrating those capabilities into a single deployable model remains challenging. By routing each sample to the teacher whose domain matches it, existing approaches let a domain label decide which teacher provides supervision. However, domain expertise holds only on average: the matched teacher is not always correct on a given sample, while a teacher from another domain sometimes is. The reliable teacher therefore has to be identified per sample, not per domain. In this paper, we introduce Multi-Teacher Self-Distillation Policy Optimization (MT-SDPO), an on-policy distillation method that unifies several frozen teachers into one student model. MT-SDPO consists of three components: (1) self-anchors, where a rollout is supervised by a correct rollout from its own group; (2) answer-verified eligibility, where a teacher may supervise a sample only if its own answer passes a verifier; and (3) privileged distillation, which merges the anchor and all verified feedback into one context that an exponential moving average self-teacher reads and the student does not, thereby keeping one policy at deployment. Across five students from three model families, MT-SDPO lifts the weakest domain of Qwen3-8B by 14.79 points and narrows its domain gap by 74.7%, a better balance than serving one matched teacher per domain. Verified reliability, not domain membership, should decide who teaches. Code is available at https://github.com/hexixiang/MT-SDPO.

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

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

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

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

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

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

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

Domain adaptation aims to turn a general-purpose large language model (LLM) into an expert for a target domain. While the dominant SFT+RL pipeline offers a convenient cold start, it may reduce exploration diversity and introduces additional complexity through multi-stage optimization. These limitations motivate RL-only adaptation. However, pure on-policy RL suffers from a cold-start problem, while mixed-policy RL still falls short: informative tokens in teacher outputs are learned too slowly in early training, and stale teacher outputs can hinder later improvement. We identify these two failure modes as Gradient Starvation and Teacher-Distribution Anchoring. To address them, we propose One-stage Policy Optimization (OnePO), which treats teacher outputs as transient guidance for policy improvement. OnePO combines Adaptive Objective Evolution to strengthen learning on informative low-probability teacher tokens and Teacher Retirement to discard teacher outputs once the current policy can surpass them. On medical adaptation, OnePO achieves 67.2 on HealthBench (Total) with only 20K training samples, outperforming SFT+RL and pure RL by 2.7 and 7.4 points, respectively. We further scale OnePO to produce HuatuoGPT-3, an open-source medical LLM series whose 27B variant reaches 70.1 on HealthBench (Total) and 71.4 on HealthBench Professional, surpassing frontier models such as GPT-6 Astra. Models and code are available at https://github.com/FreedomIntelligence/HuatuoGPT-3.

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

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

We introduce INSTRUCTOR, a new method for computing text embeddings given task instructions: every text input is embedded together with instructions explaining the use case (e.g., task and domain descriptions). Unlike encoders from prior work that are more specialized, INSTRUCTOR is a single embedder that can generate text embeddings tailored to different downstream tasks and domains, without any further training. We first annotate instructions for 330 diverse tasks and train INSTRUCTOR on this multitask mixture with a contrastive loss. We evaluate INSTRUCTOR on 70 embedding evaluation tasks (66 of which are unseen during training), ranging from classification and information retrieval to semantic textual similarity and text generation evaluation. INSTRUCTOR, while having an order of magnitude fewer parameters than the previous best model, achieves state-of-the-art performance, with an average improvement of 3.4% compared to the previous best results on the 70 diverse datasets. Our analysis suggests that INSTRUCTOR is robust to changes in instructions, and that instruction finetuning mitigates the challenge of training a single model on diverse datasets. Our model, code, and data are available at https://instructor-embedding.github.io.

Multi-teacher on-policy distillation (MOPD) integrates specialized capabilities into a single student, but existing practice typically hard-routes each prompt to a domain-matched teacher for the entire rollout. This dependence on prompt-level domain labels restricts using unlabeled training mixtures and leaves complementary signals from other teachers unused. We introduce MOPD-Router, a framework that routes supervision over the full teacher pool at each token, without domain labels or training a separate routing model. Its plug-in interface supports different metrics for selecting and weighting teacher-specific OPD signals. Within this interface, we propose ExpertAlign, which scores each teacher by whether its correction to the student at the current token expresses the specialization that teacher acquired during post-training, and compare it against two reference metrics built on teacher confidence (Entropy) and teacher-student discrepancy (Novelty). Experiments on unlabeled and domain-labeled training mixtures under strong-to-weak and same-size distillation scenarios show that ExpertAlign achieves the strongest overall performance in all four settings. On unlabeled data, it improves the overall score by 5.88 (+12.3%) points over Mean aggregation; on domain-labeled data, it outperforms standard MOPD by 3.95 (+7.8%) points without using available domain labels. These results demonstrate token-level routing can exploit cross-domain complementary supervision, and reduce exclusive reliance on prompt-level domain assignment. Code is available at: https://github.com/TURLEing/MOPD-Router.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

Algorithm configuration (AC) is concerned with the automated search of the most suitable parameter configuration of a parametrized algorithm. There is currently a wide variety of AC problem variants and methods proposed in the literature. Existing reviews do not take into account all derivatives of the AC problem, nor do they offer a complete classification scheme. To this end, we introduce taxonomies to describe the AC problem and features of configuration methods, respectively. We review existing AC literature within the lens of our taxonomies, outline relevant design choices of configuration approaches, contrast methods and problem variants against each other, and describe the state of AC in industry. Finally, our review provides researchers and practitioners with a look at future research directions in the field of AC.

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.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Multi-teacher on-policy distillation allows a student to learn from complementary specialists on its own trajectories. Domain-routed approaches, however, select one teacher per example and keep it fixed throughout the response. This design both depends on domain labels that mixed training corpora often lack and cannot adapt teacher selection when the expertise required changes within a trajectory. We observe that each specialist deviates more from a shared reference on in-domain prompts than on out-of-domain prompts, on average. Based on this observation, we propose TrustMOPD, which replaces example-level teacher selection with label-free, token-level supervision allocation. At each student-generated prefix, TrustMOPD measures this displacement in next-token preferences, calibrates its magnitude across teachers, and uses the resulting scores as proxies for local reliability to weight teacher-specific distillation losses. Evaluated across mathematics, code, and instruction following, TrustMOPD closes 91.5\% and 98.0\% of the overall-score gap between the initial student and oracle-routed teachers when trained on SingleCap and MultiCap, respectively, compared with 54.4\% and 54.5\% for the strongest label-free baseline in each setting. On SingleCap, it approaches label-based MOPD without using domain labels.

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

Leading open text-to-image models often carry complementary strengths: one may lead on preference-aligned aesthetics while another follows compositional instructions more faithfully. However, differences in their autoencoders and noise schedules make it difficult to transfer these strengths across models. In this paper, we present Poly-OPD, a framework that can consolidate complementary strengths of heterogeneous teachers into a single compact flow-matching student. To bridge the incompatible latent spaces of different teachers, Poly-OPD performs on-policy distillation through a pixel bridge. Each student-generated image is re-encoded by a selected teacher's encoder and refined from a noise level matched by magnitude under the teacher's noise schedule. The resulting target is further matched to the student in frozen DINOv2 space, enabling supervision across incompatible latent spaces. To retain complementary capabilities without cross-teacher interference, Poly-OPD uses a gradient compatibility diagnostic to organize its adapters: attention LoRA modules are shared across teachers, whereas feed-forward adapters remain teacher-specific. During distillation, a gap-aware curriculum devotes more training to compositional categories where the student still falls short of the teacher. As each gap narrows, training shifts toward categories with larger remaining gaps. By distilling FLUX.1-dev and Z-Image into a 2.5B SD3.5-Medium student, Poly-OPD improves GenEval from 67.3 to 73.3, surpassing both larger teachers, and raises DrawBench HPSv3 from 9.34 to 11.35, consolidating both strengths within a switchable model.

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.

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

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Omni-modal models can handle text, images, and audio in one system, but improving all of these abilities together remains difficult. Training a single model on pooled multimodal data often fails to match models specialized for individual modalities. On-policy distillation (OPD) offers a way to combine such specialists: the student generates a response, and a teacher evaluates that same response, so the student learns directly from behaviors it actually produces. Yet using several teachers can introduce competing guidance and improve one modality at the expense of another. We present On-Policy Omni Distillation (OPOD), which routes each student response to the matching text, image, or audio teacher. OPOD keeps teacher guidance only on tokens where the teacher assigns a higher probability than the student, adjusts the influence of each modality teacher independently during training, and asks the routed teacher to assess both the final answer and whether the reasoning supports the correct answer. Across twelve benchmarks and three backbone sizes, OPOD achieves the best average score at every scale, reaching 70.8, 51.7, and 46.2 and exceeding the strongest comparator by 2.1, 1.8, and 1.7 points. On the 30B model, it outperforms both the base model and a counterpart post-trained jointly on pooled multimodal data on all twelve benchmarks, and ranks first or second on eleven even when the individual specialists are included. The specialists are discarded after training, leaving one deployable omni-modal model. These results show that coordinating modality-specific teachers is an effective way to improve a shared model while maintaining cross-modal balance.

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

Multi-teacher on-policy distillation (MOPD) is used in two settings. In common-domain composition, several teachers score each student rollout from one prompt domain and their signals form a single target; in routed-domain distillation, prompts from different domains are assigned to the corresponding specialist. Both settings usually transfer each teacher's endpoint policy, which mixes what post-training changed with preferences inherited from the teacher's base. We introduce Δ-MOPD, which transfers each teacher's teacher-minus-base logit shift re-anchored at the student's frozen initialization, and compare it with endpoint supervision in both settings while holding teacher selection fixed. We first expose the mechanism that impedes endpoint transfer: inherited base pull can exceed the post-training shift. Removing it reduces the teacher-term norm ratio and target--student KL. Across our experiments, the results suggest that shift targets are particularly useful when teacher signals are combined at a state. With three composed teachers, Δ-MOPD exceeds endpoint composition by 4.11 Math and 1.95 five-benchmark points; with two, it matches endpoint accuracy. Under phased routing, it achieves higher mean performance in both phase orders and reduces the observed order gap from 10.50 to 6.42 points. Under interleaved routing, where each update involves one teacher, the two targets perform comparably. The phased results provide supporting evidence that the benefit may extend to signals accumulated across training phases. Target construction is thus an independent design axis in MOPD, complementary to teacher selection.

Instruction tuning is critical to large language models (LLMs) for achieving better instruction following and task adaptation capabilities but its success heavily relies on the training data quality. Many recent methods focus on improving the data quality but often overlook the compatibility of the data with the student model being finetuned. This paper introduces Selective Reflection-Tuning, a novel paradigm that synergizes a teacher LLM's reflection and introspection for improving existing data quality with the data selection capability of the student LLM, to automatically refine existing instruction-tuning data. This teacher-student collaboration produces high-quality and student-compatible instruction-response pairs, resulting in sample-efficient instruction tuning and LLMs of superior performance. Selective Reflection-Tuning is a data augmentation and synthesis that generally improves LLM finetuning and self-improvement without collecting brand-new data. We apply our method to Alpaca and WizardLM data and achieve much stronger and top-tier 7B and 13B LLMs.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Multi-teacher on-policy distillation (MOPD) extends on-policy distillation (OPD) by routing domain-specific data to specialized teachers, integrating their capabilities through dense token-level supervision on student-generated trajectories. However, domain routing only distinguishes the supervision sources for different domains; updates from all domains still act on shared parameters. When teachers differ substantially in response style and domain expertise, supervision that is effective in isolation may still lead to persistent gradient conflicts and capability degradation during joint optimization. To address this challenge, we propose Cross-Teacher Guarding for MOPD (Road MOPD), which introduces non-routed teachers as auxiliary cross-domain critics on the same student trajectories and coordinates multi-teacher supervision through token-level credit assignment and gradient updates. Specifically, cross-teacher-guided credit assignment uses teacher agreement to strengthen token-level corrections jointly supported by the teachers and attenuate conflicting signals; preventive multi-teacher gradient projection uses auxiliary gradients from the same trajectories to constrain potentially conflicting updates and adaptively controls projection strength to retain target-domain learning signals. In experiments, Road MOPD mitigates degradation in the disadvantaged domain, gains over 5 percentage points under high conflict, and improves overall performance in low-conflict and three-domain settings.

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.

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

Language model agents are deployed with a harness, the software around the model that manages its context, tools, and feedback. When such an agent is distilled into a smaller one, the harness stays in place, so the student mainly needs the teacher-specific abilities that the harness cannot provide, such as acting correctly on harness information. Standard distillation, however, imitates the teacher's full outputs and treats the harness as part of the input. We propose Harness-Aware Distillation (HAD), which focuses distillation on what the teacher adds beyond the harness. HAD complements on-policy distillation with two components: an action preference that contrasts the same teacher's actions with and without the harness information, scored after the student's own reasoning, and a validity check that drops preference pairs whose preferred action contradicts the harness records. We show that the contrast gives the student information that imitating the teacher alone cannot provide, and HAD needs no task rewards, success labels, or future information. Across multiple long-horizon agent benchmarks and models, HAD outperforms on-policy distillation baselines with the same fixed harness. Our analysis shows that HAD enters fewer unproductive loops and recovers from errors more often than the baselines, and suggests that it adaptively keeps learnable feedback in its weights while reading state information from the harness.

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.

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

Educational foundation models must solve problems, understand curriculum structure, diagnose learner difficulties, and provide appropriate instructional support. Existing educational language models often focus on either problem solving or tutoring, with training mixtures organized by source or task rather than capability. We present OmniEdu, an open family of foundation models for K-12 learning and teaching. Its instruction-tuning corpus combines over 100 educational resources and general instruction sources, organized around four capabilities: subject competence, curriculum grounding, diagnostic reasoning, and pedagogical action and scaffolding. Our pipeline integrates deterministic cleaning, semantic auditing and rewriting, task-specific quality scoring, token-budgeted diversity selection, and pedagogical instruction assignment. It yields 69,999 examples and 15.96M supervised response tokens, including 60,951 education-specific examples. We fine-tune 4B, 9B, and 27B models and evaluate curriculum grounding, K-12 problem solving, and pedagogical tutoring, alongside general capability. Education-oriented tuning consistently improves all three educational benchmark groups across model scales. OmniEdu-27B achieves 63.12% EM and 76.69% F1 on K12-Bench, 85.89% on MathFish, 86.95% on EDUMATH, and 78.74% in MathTutorBench's Scaffold setting. It also achieves the highest Teaching average on LongTutor among the evaluated models, at 3.02. These results demonstrate the value of curated, capability-balanced supervision for adapting general language models to educational tasks spanning problem solving, curriculum understanding, and instructional support.

Simulating Professions (SP) enables Large Language Models (LLMs) to emulate professional roles. However, comprehensive psychological and ethical evaluation in these contexts remains lacking. This paper introduces EMNLP, an Educator-role Moral and Normative LLMs Profiling framework for personality profiling, moral development stage measurement, and ethical risk under soft prompt injection. EMNLP extends existing scales and constructs 88 teacher-specific moral dilemmas, enabling profession-oriented comparison with human teachers. A targeted soft prompt injection set evaluates compliance and vulnerability in teacher SP. Experiments on 12 LLMs show teacher-role LLMs exhibit more idealized and polarized personalities than human teachers, excel in abstract moral reasoning, but struggle with emotionally complex situations. Models with stronger reasoning are more vulnerable to harmful prompt injection, revealing a paradox between capability and safety. The model temperature and other hyperparameters have limited influence except in some risk behaviors. This paper presents the first benchmark to assess ethical and psychological alignment of teacher-role LLMs for educational AI. Resources are available at https://e-m-n-l-p.github.io/.

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.

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

On-policy distillation (OPD) has emerged as an efficient post-training paradigm for large language models. However, standard OPD requires a live teacher inference server throughout training, resulting in substantial infrastructure overhead. In this work, we investigate whether on-policy distillation can be performed offline. A natural approach is to precompute teacher log-probabilities once over SFT rollouts and reuse them during training. In practice, however, this offline variant fails to reliably match the performance of standard OPD. To understand this discrepancy, we identify a previously overlooked condition that is critical for any OPD pipeline, which we term teacher consistency. This condition requires that the same teacher model be used for both supervised fine-tuning and OPD. We show that violating teacher consistency introduces an irreducible gradient bias, causing both offline and online OPD to converge to a suboptimal fixed point regardless of training duration. Building on this insight, we propose Lightning OPD, an offline on-policy distillation framework that enforces teacher consistency by precomputing teacher log-probabilities over SFT rollouts. This design eliminates the need for a live teacher server entirely. We further show that, under teacher consistency, Lightning OPD shares the same optimum as standard OPD, with bounded gradient discrepancy and an implicit regularization effect that helps prevent policy drift. Extensive experiments on mathematical reasoning and code generation demonstrate that Lightning OPD achieves state-of-the-art performance with significantly improved efficiency. Starting from an SFT-initialized Qwen3-8B-Base model, Lightning OPD reaches 69.9% on AIME 2024 in just 30 GPU hours, achieving a 4.0x speedup over standard OPD and substantially lowering the barrier to entry for academic research on LLM post-training.

Video Joint Embedding Predictive Architectures (V-JEPA) learn generalizable off-the-shelf video representation by predicting masked regions in latent space with an exponential moving average (EMA)-updated teacher. While EMA prevents representation collapse, it complicates scalable model selection and couples teacher and student architectures. We revisit masked-latent prediction and show that a frozen teacher suffices. Concretely, we (i) train a target encoder with a simple pixel-reconstruction objective under V-JEPA masking, then (ii) freeze it and train a student to predict the teacher's latents on masked regions. This leads to a two-stage, unregularized scheme that we refer to as SALT (Static-teacher Asymmetric Latent Training). SALT decouples optimization into pixel reconstruction (teacher) and masked latent prediction (student), increasing transparency, efficiency, and scalability while preserving the ability of representation to generalize under frozen evaluation. Empirically, our student models outperform recently proposed V-JEPA 2 encoders under frozen backbone evaluation across diverse benchmarks. They are also more compute-optimal: at matched pretraining FLOPs, our method achieves higher probing accuracy, and its scaling curves dominate V-JEPA's accuracy-FLOPs Pareto frontier. Finally, we find that student quality is remarkably robust to teacher quality: high-performing students emerge even with small, sub-optimal teachers. This points to a compute budget allocation that should overwhelmingly favor the student. These results position SALT as a simple, scalable, and compute-efficient alternative to EMA-based self-distillation for video representation learning.

Cross-tokenizer knowledge distillation allows a student model to learn from teachers with incompatible vocabularies. Prior work operates on hidden states or logits; the latter is preferred as a drop-in replacement requiring no auxiliary components. Logit-based methods either use only the correct-token probability, missing the full 'dark knowledge' in the teacher's distribution, or operate on the full output distribution, relying on strict token partitioning and/or unprincipled heuristic ranking. We identify two key shortcomings of full-distribution, logit-based methods: (i) an uncommon-token failure, where critical tokens fall into the unmatched subset (e.g., Llama's 1100 multi-digit numerals under digit-splitting Qwen supervision) and are suppressed during training, reducing GSM8k from 12.89 to 2.56 compared to same-tokenizer KD from a weaker teacher; and (ii) over-conservative matching, where strict 1-to-1 matching excludes near-equivalent tokens across surface forms. These failures require distinct remedies: eliminating the partition when critical tokens are misaligned, and refining it when alignment is reliable. We propose X-Token, an approach with two complementary loss formulations targeting these issues. P-KL removes partitioning and aligns the student's distribution with the teacher's via a sparse projection matrix W (initialized from tokenizer-level string rules) to address the uncommon-token failure. H-KL retains the hybrid form while relaxing matching to align each student token with its top-ranked teacher mapping under W. Both objectives share W and extend naturally to multiple teachers. Empirically, on Llama-3.2-1B, X-Token outperforms the current state of the art GOLD by +3.82 average points with a Qwen3-4B teacher and by +0.5 with a Phi-4-Mini teacher. Further, a two-teacher setup (Phi-4-mini + Llama-3B) improves over single-teacher distillation by +1.3 points.

Modern LLM post-training composes supervised fine-tuning (SFT), reinforcement learning with verifiable rewards (RLVR), and on-policy distillation (OPD) into multi-stage pipelines, yet these stages are typically designed and evaluated in isolation. We show that this composition is consequential: a stage that improves the current model can make the next stage less effective. Through controlled experiments with Qwen3 models on math and science reasoning, we first characterize OPD across nine student-teacher pairs spanning 2x to 53x parameter ratios and show that OPD effectiveness depends on student-teacher compatibility rather than teacher scale alone. The surrounding stages of OPD reshape this compatibility in three ways: (1) A brief SFT warm-up improves subsequent OPD, while an RLVR-strengthened student regresses under distillation from the same teacher. (2) Adapting the teacher with RLVR raises downstream OPD accuracy in proportion to the capability it adds. Following these two interventions, we find that combining teacher adaptation and student warm-up alone raise average OPD accuracy from 29.2\% to 43.8\% (50\% relative improvement) after the same number of distillation steps, with additional preparatory training. (3) At comparable accuracy, OPD leaves a stronger initialization for downstream RLVR than SFT, with a gap that widens as RL compute scales. Our results suggest that each post-training stage should be chosen not only for the capability it adds, but for the learning interface it creates for the next stage.

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

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

On-policy distillation (OPD) trains students using teacher feedback on their own sampled responses, yet how prompt choice shapes transfer across teacher-student pairs remains poorly understood. We systematically study prompt quantity, source, and selection across RL- and SFT-continuation pairs and cross-model settings. We find that OPD can be highly prompt-efficient: a few prompts can approach large-pool performance, with four DAPO prompts matching the observed mathematics score of 3,840 DeepMath prompts. However, prompt utility is relational rather than intrinsic: changing only the teacher can reverse the relative effectiveness of mathematics and code prompts. To characterize these transfer differences, we analyze parameter and functional changes across prompt supports and model pairs. Functional alignment with the teacher varies across supports and target tasks; in continuation pairs, teacher-aligned prediction changes can coexist with weak parameter alignment. Continued OPD on effective supports can restore performance after unfavorable transfer. Finally, targeted selection does not consistently outperform uniform random sampling, and filtering out a source that performs poorly alone yields no consistent gain across three paired support draws. Overall, our results distinguish prompt efficiency from prompt interchangeability and show that effective data choice depends on the teacher-student pair and target capability, with random sampling providing a competitive baseline in the studied settings.

The platonic representation hypothesis suggests that sufficiently large models converge to a shared representation geometry, even across modalities. Motivated by this, we ask: Can the semantic knowledge of a language model efficiently improve a vision model? As an answer, we introduce TextTeacher, a simple auxiliary objective that injects text embeddings as additional information into image classification training. TextTeacher uses readily available image captions, a pre-trained and frozen text encoder, and a lightweight projection to produce semantic anchors that efficiently guide representations during training while leaving the inference-time model unchanged. On ImageNet with standard ViT backbones, TextTeacher improves accuracy by up to +2.7 percentage points (p.p.) and yields consistent transfer gains (on average +1.0 p.p.) under the same recipe and compute. It outperforms vision knowledge distillation, yielding more accuracy at a constant compute budget or similar accuracy, but 33% faster. Our analysis indicates that TextTeacher acts as a feature-space preconditioner, shaping deeper layers in the first stages of training, and aiding generalization by supplying complementary semantic cues. TextTeacher adds negligible overhead, requires no costly multimodal training of the target model and preserves the simplicity and latency of pure vision models. Project page with code and captions: https://nauen-it.de/publications/text-teacher

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.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

Evaluating AI tutor responses requires more than factual correctness: tutors must identify mistakes, locate errors, provide guidance, and offer actionable next steps. We present GRADE, a systematic study of open-source models for pedagogical ability assessment in student-tutor dialogues. Building on the BEA 2025 TutorMind setting, we evaluate 120 configurations across five language models, zero-shot inference, LoRA fine-tuning, synthetic augmentation, CoT+Reasoning, and single-task versus multitask formulations. Gemma3-12B performs best for single-task evaluation, while Gemma3-27B in 8-bit precision is more reliable for multitask prediction. We find that augmentation helps models that struggle with the original data, verification adds limited gains despite higher cost, and CoT+Reasoning is more useful for synthetic data generation than direct classification. We further show that LoRA fine-tuning on structured classification objectives interferes with instruction-following behavior under thinking mode, redirecting generation away from the required evaluation format. Carbon analysis shows that model choice and reasoning mode substantially affect emissions. Overall, GRADE shows that carefully selected open-source LoRA pipelines can match or surpass proprietary and ensemble-based systems on key pedagogical dimensions, with code and data available at https://github.com/pvbgeek/GRADE.

On-policy distillation (OPD) transfers teacher capabilities by supervising trajectories sampled from the student's own policy, yet its generalization behavior remains poorly understood, as most studies evaluate OPD on a single domain and on benchmarks close to the training data. We present a controlled study that varies one generalization factor at a time, from in-domain distribution shifts to cross-domain transfer and the multi-teacher setting. We find that OPD transfers a teacher's reasoning behavior rather than its answers to particular problems: training difficulty barely matters, and even problems the teacher never solves are useful. Transfer depends strongly on the origin relationship between teacher and student: same-origin pairs bring the student close to the teacher across languages, reasoning horizons, and even other domains, whereas cross-origin pairs mostly fit the trained distribution. This broad reach is a double-edged sword: since routing prompts to domain experts cannot confine each teacher's influence, combining them yields a mixture-dependent seesaw among their capabilities. These results clarify when OPD generalizes and offer a useful perspective for diagnosing multi-teacher OPD.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

Post-training alignment determines the reasoning and human preference following capabilities of large language models, yet most existing works withhold detailed data construction, filtering rules and training recipes, which hinders community reproducibility and lightweight model optimization. This work presents NebulaExp, a fully transparent, ablation-driven post-training pipeline built on Qwen3-8B-base, covering two orthogonal model branches: general instruct model and complex reasoning-specialized model. We curate a raw corpus of 3.84M multi-source SFT samples and a 200K verifiable RL candidate pool, and design an end-to-end data processing stack including response distillation, multi-dimensional cross-verification filtering, fine-grained difficulty grading, task classification and diversity-aware sampling. For the Instruct branch, our three-stage optimized supervised fine-tuning approach NebulaExp-Ins-SFT improves the average benchmark score from the 55.01 baseline of Qwen3-8B-nothink to 60.99. GRPO reinforcement learning then further elevates the average score to 61.85. For the Reasoning branch, medium-difficulty GRPO RL improves average reasoning score from 73.88 to 75.17. To address RL's dependency on task verifiers, we systematically investigate single-teacher and multi-teacher OPD (MOPD): utilizing merely 4K instruction-following samples and outperforms RL baseline by 3.26 points on IFEval with +4.43 average overall gain; MOPD fuses four domain-specialist teachers with merely 10K samples, lifting average performance by 4.18 over the base model. This report provides a fully reproducible empirical post-training recipe for 8B-scale LLMs, and comprehensively dissects the capability trade-offs among instruction adherence, mathematical reasoning, code generation and general knowledge.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

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

Knowledge distillation generally assumes a strong-to-weak relationship where stronger teachers yield better students. In this work, we examine this assumption about distillation in large language model pretraining. By varying architecture sizes and training token budgets, we create strong-to-weak, same-level, and weak-to-strong teacher-student relationships, and study distillation's effectiveness under each. We find that the teacher need not be strong: with proper mixing of the language modeling and knowledge distillation losses, even small and undertrained teachers improve larger students. At the same time, a stronger teacher is not always better: pushing the teacher further, through more parameters or more training tokens, can saturate or even reverse the distillation gains. We further observe that distillation improves generalization (out-of-distribution and downstream performance) more readily than in-domain fitting. Together, these results challenge the common belief that distillation pretraining always requires a strong teacher.

Researchers build scaling laws to forecast the training performance of expensive large-scale runs with larger model size N and data size D. These laws assume that other training hyperparameters are optimally chosen, which can require significant effort and, in some cases, be impossible due to external hardware constraints. To improve predictability across a broader set of hyperparameters and enable simpler tuning at scale, we propose learning a Configuration-to-Performance Scaling Law (CPL): a mapping from the full training configuration to training performance. Because no simple functional form can express this mapping, we parameterize it with a large language model (LLM), and fit it with diverse open-source pretraining logs across multiple sources, yielding a Neural Configuration-to-Performance Scaling Law (NCPL). NCPL accurately predicts how training configurations influence the final pretraining loss, achieving 20-40% lower prediction error than the configuration-agnostic Chinchilla law and generalizing to runs using up to 10 x more compute than any run in the training set. It further supports joint tuning of multiple hyperparameters with performance comparable to hyperparameter scaling law baselines. Finally, NCPL naturally and effectively extends to richer prediction targets such as loss-curve prediction.

Optimal configuration of the learning rate (LR) is a fundamental yet formidable challenge in large-scale pre-training. Given the stringent trade-off between training costs and model performance, the pivotal question is whether the optimal LR can be accurately extrapolated from low-cost experiments. In this paper, we formalize this investigation into two distinct research paradigms: Fitting and Transfer. Within the Fitting Paradigm, we innovatively introduce a Scaling Law for search factor, effectively reducing the search complexity from O(n^3) to O(n*C_D*C_η) via predictive modeling. Within the Transfer Paradigm, we extend the principles of μTransfer to the Mixture of Experts (MoE) architecture, broadening its applicability to encompass model depth, weight decay, and token horizons. By pushing the boundaries of existing hyperparameter research in terms of scale, we conduct a comprehensive comparison between these two paradigms. Our empirical results challenge the scalability of the widely adopted μ Transfer in large-scale pre-training scenarios. Furthermore, we provide a rigorous analysis through the dual lenses of training stability and feature learning to elucidate the underlying reasons why module-wise parameter tuning underperforms in large-scale settings. This work offers systematic practical guidelines and a fresh theoretical perspective for optimizing industrial-level pre-training.

Knowledge distillation aims to compress a powerful yet cumbersome teacher model into a lightweight student model without much sacrifice of performance. For this purpose, various approaches have been proposed over the past few years, generally with elaborately designed knowledge representations, which in turn increase the difficulty of model development and interpretation. In contrast, we empirically show that a simple knowledge distillation technique is enough to significantly narrow down the teacher-student performance gap. We directly reuse the discriminative classifier from the pre-trained teacher model for student inference and train a student encoder through feature alignment with a single ell_2 loss. In this way, the student model is able to achieve exactly the same performance as the teacher model provided that their extracted features are perfectly aligned. An additional projector is developed to help the student encoder match with the teacher classifier, which renders our technique applicable to various teacher and student architectures. Extensive experiments demonstrate that our technique achieves state-of-the-art results at the modest cost of compression ratio due to the added projector.