Residual-as-Teacher: Mitigating Bias Propagation in Student--Teacher Estimation

Reinforcement learning with verifiable rewards (RLVR) and on-policy distillation (OPD) have become two main paradigms for post-training reasoning models. RLVR gives each response a single outcome label, leaving the steps inside it without separate credit. OPD provides token-level guidance at student-visited prefixes, but its pointwise signal does not directly reflect the pattern of teacher--student disagreement across the vocabulary. Dense, unbounded log-ratio supervision can amplify the teacher's influence, yet a strong solver is not necessarily a suitable guide when the student's solution paths depart from the teacher's. We propose Residual Advantage (\RA{}), which treats the teacher--student probability residual as a bounded one-step reward, subtracts the corresponding state value under the student policy to form a standard advantage, and centers the result within each response before adding it to the verifier advantage. The guidance term has zero mean within each response, so the verifier advantage remains the response's mean label and the teacher only redistributes credit among the steps within it. \CoRA{} further updates a teacher LoRA with verifier advantages on the same scored student batch and uses the updated teacher in the next iteration's residual, adapting guidance to the student's attempts. With Qwen3-1.7B-Base and Qwen3-4B-Base students and a Qwen3-8B teacher, \RA{} combined with GRPO or REINFORCE++ improves the underlying sequence-advantage algorithm in all 24 comparisons on three mathematical benchmarks, raising macro Avg@8 by 1.7--3.6 points and Pass@8 by 3.9--6.3 points. Both combinations surpass teacher-only OPD, and \CoRA{} adds a further 1.0--1.5 Avg@8 points.

Knowledge distillation trains a small student model to reproduce the outputs of a large teacher model, and its progress is typically monitored through the teacher--student discrepancy. The quantity of ultimate interest, however, is the student's error with respect to the true task. We study the relation between these two objectives in a minimal three-party model, a true teacher (generative model), a teacher, and a student, all soft committee machines, in which the true teacher contains a shared latent factor that the teacher cannot represent, with mismatch strength controlled by a single scalar $\dmiss$. Within an order-parameter description of online distillation, and exploiting closed-form (arcsine-type) expressions for all errors under error-function activations, we prove that the learning dynamics and the distillation error $\Ets$ are exactly invariant to $\dmiss$, whereas the true error $\Etzs$ and the gap $Δ=\Etzs-\Ets$ are strictly increasing in $\dmiss$, with a rate that is amplified linearly by the complexity $M_0$ of the true teacher. Numerical phase diagrams over the plane spanned by true-teacher complexity and student capacity confirm the predicted deformation: the contours of $\Ets$ do not move while the landscape of $\Etzs$ rises systematically, and a teacher-miss regime, where mimicry succeeds but the task fails, expands with $\dmiss$. The results give a quantitative warning against evaluating distillation solely through teacher-mimicry metrics and identify the gap $Δ$ as a minimal diagnostic for distinguishing teacher-miss from capacity-limited failure.

On-policy distillation (OPD) trains a student on its own generated prefixes with token-level teacher feedback, but transmitting or storing the teacher's full-vocabulary distribution at every token is costly. Entropy-aware OPD (EOPD) adds forward supervision to reverse KL to help the student recover plausible tokens it underestimates, using only the teacher's top-$k$ probabilities to limit cost. Because EOPD renormalizes these probabilities, its target assigns no mass to the omitted vocabulary. We prove that the resulting loss keeps pushing the student's top-$k$ mass toward one even after the student matches the teacher's relative probabilities within the top-$k$ set, so the teacher itself is not a stationary point whenever the omitted tokens have positive teacher probability. We propose ReTaCo (Residual-Target Control), which keeps the top-$k$ tokens individually and groups the remaining tokens into one residual symbol, and pairs this forward target with a single-sample estimator whose expectation equals the full-vocabulary reverse KL. With teacher top-$k$ mass $m$, the residual target is $(1-β)(1-m)$ for $β\in[0,1]$: $β=0$ preserves the teacher's mass, and larger $β$ moves more mass onto the top-$k$ tokens without changing their relative probabilities. At a fixed prefix, we prove that the population objective has a unique optimum whose top-$k$ mass lies between $m$ and $m+β(1-m)$ and increases monotonically with $β$; at $β=0$, underestimated top-$k$ tokens still receive non-vanishing recovery gradients. Numerical optimization confirms these predictions, and across three teacher-student pairs, ReTaCo outperforms EOPD on most mathematics and code benchmarks.