Chain-of-Thought (CoT) reasoning has significantly improved LLMs' mathematical problem-solving capabilities, but distilling such capabilities into smaller models remains challenging due to the capacity mismatch between verbose teachers and compact students. Directly copying teachers' lengthy reasoning chains causes capacity overload, resulting in truncated outputs or repetitive failure. Existing remedies each sacrifice a critical property of CoT: implicit reasoning methods (e.g., compressing reasoning into hidden states) trade away interpretability and verifiability, while heuristic compression strategies (e.g., random step pruning) destroy logical integrity. To address this, we propose BRIDGE, a curriculum framework that first establishes structural understanding via masked reconstruction, then uses GRPO-based reinforcement learning to guide students in self-discovering the optimal balance between accuracy and brevity, and finally internalizes complex reasoning through teacher-guided rewriting on failure cases. On GSM8K, BRIDGE enables Qwen2.5-3B to achieve 11.29% accuracy improvement and 27.4% token reduction over the original model, outperforming instruction-tuned variants and distillation baselines. Zero-shot transfer experiments on SVAMP and MATH-500 further confirm the generalization of internalized reasoning. Our code and model checkpoints are publicly available at https://github.com/Applied-Machine-Learning-Lab/SDM2026_BRIDGE and https://huggingface.co/bowen0815/BRIDGE.
Recent advances in large reasoning models (LRMs) have shown strong performance on complex problems through long chain-of-thought (Long CoT) reasoning. However, distilling such trajectories into smaller student models remains challenging: direct Long CoT supervision often provides limited gains and can be less effective than concise Short CoT rationales. In this work, we investigate this phenomenon from a gradient-centric perspective. Our analysis shows that Long CoT induces larger gradient magnitudes and more concentrated update directions than Short CoT, with this effect becoming more pronounced as student model capacity increases. These findings suggest that effective Long CoT distillation requires balancing the reasoning information density of reasoning trajectories with their distributional alignment to the student model. Motivated by this insight, we propose \textbf{M}odel \textbf{I}nterporlation \textbf{Distillation} (\textbf{MI-Distillation}), a framework that constructs a continuous Instruct-Reasoning data spectrum through model interpolation. To select suitable trajectories from this spectrum, we further introduce \textbf{Seq}uential \textbf{L}earnable \textbf{S}urprisal \textbf{S}core (\textbf{SeqLSS}), which favors reasoning paths that are both informative and learnable for the student. Extensive experiments on reasoning benchmarks show that MI-Distillation consistently improves small model CoT distillation over strong Long CoT baselines.
Knowledge distillation is a key technique for transferring the capabilities of large language models (LLMs) into smaller, more efficient student models. Existing distillation approaches often overlook two critical factors: the learning order of training data and the capacity mismatch between teacher and student models. This oversight limits distillation performance, as manifested by the counter-intuitive phenomenon where stronger teachers fail to produce better students. In this work, we propose Curriculum Learning-Guided Progressive Distillation (CLPD), a unified framework that explicitly accounts for both factors by aligning data difficulty with teacher strength. CLPD constructs an explicit curriculum by organizing training examples from easy to hard, while simultaneously applying an implicit curriculum over supervision signals by progressively scheduling teachers of increasing capacity. Our framework is modular and can be integrated into standard distillation algorithms with minimal overhead. Empirical results on the reasoning benchmarks demonstrate that CLPD consistently outperforms standard distillation, data ordering alone, and teacher scheduling alone across multiple settings. These findings highlight the importance of jointly considering data ordering and teacher capacity when distilling reasoning abilities into small language models.
Chain-of-Thought (CoT) distillation transfers multi-step reasoning from large reasoning models to smaller students, but verbose teacher traces inflate both training and inference cost. Existing CoT compression methods fall into two families, selective pruning and generative rewriting, yet prior studies have left key factors entangled: granularity is confounded with importance criteria in pruning, restructuring level is rarely isolated in rewriting, and compression budgets are not systematically evaluated across domains or regimes. We recast CoT compression along three dimensions: importance criterion, restructuring level, and compression budget. Sweeping these across two model families, Math and General domains, and Long-/Short-CoT regimes, we find that (i) importance criterion utility is strictly governed by granularity: step-level criteria converge on a shared reasoning backbone, while token-level pruning requires symbol-aware signals to preserve the logical core; (ii) restructuring level inverts across domains: Math degrades monotonically with structural disruption, while aggressive rewriting acts as a denoiser on General tasks; (iii) training-time compression does not necessarily translate to inference-time savings: Long-CoT students retain verbose habits despite concise supervision, making the training ratio an optimistic lower bound on deployment cost. These findings yield condition-aware guidelines for matching compression to deployment context.