Offline on-policy distillation gains efficiency by collecting student trajectories and teacher supervision once and reusing them throughout optimization. The same reuse makes imperfect supervision per...
arXiv:2606. 21994v2 Announce Type: replace Abstract: On-policy distillation (OPD) improves reasoning models by applying dense teacher supervision on student-sampled trajectories.
By Qingfei Zhao, Huan Song, Shuyu Tian, Jiawei Shao, Xuelong Li
The paper introduces a method for offline on‑policy distillation that addresses the problem of imperfect teacher supervision. By training on teacher‑successful problems and measuring changes in token likelihoods on teacher‑failed trajectories, the authors derive a learnability signal that weights the distillation loss. This approach improves performance on mathematical reasoning and code generation tasks while reducing computational cost compared to online distillation.
By Yihao Ai, Weilong Yan
arXiv:2609.36546v1 Announce Type: cross
Abstract: On-policy distillation (OPD) trains a student model on its self-generated trajectories with dense token-level teacher feedback. However, naive OPD ma...
By Shutong Wu, Xiwen Chen, Brendan Rappazzo, Daiheng Zhang, Anderson Schneider, Yuriy Nevmyvaka, Jiawei Zhang
On-policy distillation (OPD) aligns a student model with a teacher's logit distribution on student-generated trajectories. This approach has achieved strong empirical gains and can often surpass conve...
The paper introduces Success-Referenced On-Policy Distillation (SR-OPD), a method that reduces teacher computation in on-policy distillation by selectively providing teacher supervision only for prompts where the student has both successful and failed rollouts. SR-OPD uses successful rollouts as references to prioritize failed rollouts that diverge significantly from the successful ones, while also considering estimated teacher-input cost. Experiments on three teacher-student pairs across six mathematical reasoning benchmarks show that SR-OPD requires only 3.46‑5.02% of the teacher-input tokens of Vanilla OPD in a one-pass setting, yet maintains comparable reasoning performance, and further validates its design choices under a 5% teacher-input budget.
By Xiang Chen, Futao Su, Kong Wang, Jiayi Chen, TanLin Li