On-Policy Reverse Distillation (OPRD), which evaluates the teacher's policy shift relative to its reference policy on student rollouts and amplifies the component of the student's verifier-driven policy gradient along that direction, and effectively combines verifier-driven policy optimization with teacher guidance regardless of capacity ordering.
Abstract
Weak-to-strong generalization asks whether stronger models can learn from weaker supervisors and surpass them. This question is particularly important for successive model generations and multi-domain consolidation, where repeating frontier-scale post-training from scratch can be prohibitively expensive. Yet conventional distillation treats the weak teacher as an optimization target, potentially imposing its capacity ceiling on the student. We introduce On-Policy Reverse Distillation (OPRD), which evaluates the teacher's policy shift relative to its reference policy on student rollouts and amplifies the component of the student's verifier-driven policy gradient along that direction. By rescaling only verifier-supported updates, OPRD preserves the stationary points of policy optimization while accelerating learning beyond the teacher. In both successive model transfer and multi-teacher distillation, OPRD achieves higher performance with fewer student updates than existing RL and distillation approaches. Response-style analysis shows that OPRD students remain closer to models trained with verifier-based RL alone than to their weak teachers, suggesting that teacher guidance accelerates rather than redirects the student's own optimization. Results in conventional strong-to-weak distillation further demonstrate that OPRD effectively combines verifier-driven policy optimization with teacher guidance regardless of capacity ordering.
WDL-OPD is introduced, a mixture-constrained co-training method with two trainable policies that shows that freezing the auxiliary recovers an anchor-plus-contrast proxy target closely related to OPD$^2$ and W2S-OPD, whereas joint training creates branch-level degrees of freedom that a static delta cannot express.
Ze-Hao Chen, Gong-Xun Li, Tianxiang Ai et al.· 0 citations
On-policy distillation (OPD) learns from teacher feedback on student-generated responses and has shown promise in reducing forgetting relative to supervised fine-tuning (SFT). However, its benefits and fragility remain incompletely understood. We study sequential distillation from multiple teachers, where the student m...
Qi-Wei Di, Xu-Heng Li, Kaixuan Ji et al.· 0 citations
It is found 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.
Zhaoyi Li, Deyang Kong, Yuan Wei et al.· 1 citation
It is found that learning concentrates on low log-probability tokens, and using a single fixed negative advantage matches the performance of teacher-provided ones, suggesting that OPD works largely by suppressing low log-probability tokens, which requires no teacher.
The proposed Uncertainty-Calibrated MOPD (UCMOPD), which addresses limitations of standard MOPD through two complementary mechanisms, improves the general-capability average over standard MOPD by $4.48\% and $7.86\% while maintaining vertical-domain performance.
Zi-Yuan Liu, Jiao Ou, Jian Liang et al.· 0 citations
This work identifies Teacher Uncertainty Contraction (TUC), a systematic phenomenon whereby the teacher's predictive uncertainty decreases as it continues from a student-generated prefix, and proposes Adaptive-Continuations On-Policy Distillation (AC-OPD), which augments informative states along student rollouts with t...
Jin-Gang Zhou, Yu-Yi Zhou, Hai-Yang Guo et al.· 3 citations
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