Unmasking On-Policy Distillation: Where It Helps, Where It Hurts, and Why
Summary
This paper introduces a training-free diagnostic framework to analyze per-token distillation signals for reasoning models, revealing that guidance is more beneficial on incorrect rollouts and depends on student capacity and task context.
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Paper page - Unmasking On-Policy Distillation: Where It Helps, Where It Hurts, and Why
Source: https://huggingface.co/papers/2605.10889
Abstract
A training-free diagnostic framework analyzes per-token distillation signals to determine optimal teacher models and contexts for reasoning model training.
On-policy distillationoffers dense,per-token supervisionfor training reasoning models; however, it remains unclear under which conditions this signal is beneficial and under which it is detrimental. Whichteacher modelshould be used, and in the case ofself-distillation, which specific context should serve as the supervisory signal? Does the optimal choice vary from one token to the next? At present, addressing these questions typically requires costly training runs whose aggregate performance metrics obscure the dynamics at the level of individual tokens. We introduce a training-free diagnostic framework that operates at the highest resolution: per token, per question, and per teacher. We derive an ideal per-node gradient defined as the parameter update that maximally increases the student’s probability of success. We then develop a scalabletargeted-rollout algorithmto estimate this gradient efficiently, even for long chains of intermediate thoughts. Thegradient alignment score, defined as the cosine similarity between thisideal gradientand any givendistillation gradient, quantifies the extent to which a particular configuration approximates the ideal signal. Across a range ofself-distillationsettings and externalteacher models, we observe that distillation guidance exhibits substantially higher alignment with the ideal on incorrect rollouts than on correct ones, where the student already performs well and the teacher’s signal tends to become noisy. Furthermore, we find that the optimaldistillation contextdepends jointly on thestudent model’s capacity and the target task, and that no single universally effective configuration emerges. These findings motivate the use of per-task, per-token diagnostic analyses for distillation.
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