Bridging SFT and RL: Dynamic Policy Optimization for Robust Reasoning
Authors: Taojie Zhu, Dongyang Xu, Ding Zou, Sen Zhao, Qiaobo Hao, Zhiguo Yang, Yonghong He
Organizations: Shenzhen International Graduate School, Tsinghua University · Intelligent System Department, Zhongxing Telecom Equipment (ZTE) · Institute of Advanced Interdisciplinary Studies, Chongqing University of Posts and Telecommunications
Post-training paradigms for Large Language Models (LLMs), primarily Supervised Fine-Tuning (SFT) and Reinforcement Learning (RL), face a fundamental dilemma: SFT provides stability (low variance) but suffers from high fitting bias, while RL enables exploration (low bias) but grapples with high gradient variance. Existing unified optimization strategies often employ naive loss weighting, overlooking the statistical conflict between these distinct gradient signals. In this paper, we provide a rigorous theoretical analysis of this bias-variance trade-off and propose DYPO (Dynamic Policy Optimization), a unified framework designed to structurally mitigate this conflict. DYPO integrates three core components: (1) a Group Alignment Loss (GAL) that leverages intrinsic group dynamics to significantly reduce RL gradient variance; (2) a Multi-Teacher Distillation mechanism that corrects SFT fitting bias via diverse reasoning paths; and (3) a Dynamic Exploitation-Exploration Gating mechanism that adaptively arbitrates between stable SFT and exploratory RL based on reward feedback. Theoretical analysis confirms that DYPO linearly reduces fitting bias and minimizes overall variance. Extensive experiments demonstrate that DYPO significantly outperforms traditional sequential pipelines, achieving an average improvement of 4.8% on complex reasoning benchmarks and 13.3% on out-of-distribution tasks. Our code is publicly available at https://github.com/Tocci-Zhu/DYPO.
Figures & tables
Figure 1: The SFT-RL Dilemma: Balancing the high-bias stability of SFT against the high-variance exploration of RL.
Figure 2: The overall framework of DYPO. The system employs a Dynamic Difficulty Grading mechanism to categorize queries into Easy, Hard, and Mid tiers based on group rollout outcomes, dispatching them to the most effective optimization pathway.
Figure 3: The Contrastive Mechanism in GAL.
Model
In-Distribution
Out-of-Distribution
AIME 24
AIME 25
AMC
MATH-500
Minerva
Avg
ARC-c
GPQA-D
Avg
Qwen2.5-Math-7B
11.5
4.9
31.3
43.6
7.4
19.7
18.2
11.1
14.6
Supervised Fine-Tuning
SFT
22.2
22.3
52.8
82.6
40.8
44.1
75.2
24.7
50.0
Reinforcement Learning
RL
25.1
15.3
62.0
84.4
39.3
45.2
82.3
40.4
61.4
Table 1: Overall performance on five competition-level mathematical reasoning benchmarks and two out-of-distribution benchmarks(Qwen2.5-Math-7B). Best results are bolded and second-best are underlined .
Model
In-Distribution
Out-of-Distribution
AIME 24/25
AMC
MATH-500
Minerva
Avg
ARC-c
GPQA-D
Avg
Qwen3-4B-Base
9.3/5.3
40.0
66.8
27.9
29.9
49.4
14.1
31.8
SFT
33.3/27.3
62.9
73.8
43.0
48.1
73.8
28.8
51.3
RL
40.6/37.3
71.8
91.0
46.3
57.4
76.7
29.3
53.0
SFT → RL
43.3/39.3
75.4
77.4
44.9
56.1
77.4
27.8
52.6
DYPO
59.3/44.0
86.0
94.6
50.4
66.9
92.5
44.4
68.5
Table 2: Overall performance on mathematical reasoning benchmarks (Qwen3-4B-Base). Best results are bolded and second-best are underlined .
Model
AIME 24
AIME 25
AMC
GPQA-D
Qwen2.5-Math-7B
11.5
4.9
31.3
11.1
+ SFT
22.2
22.3
52.8
24.7
+ Multi-Teacher (235B / 32B / 8B)
26.6 / 26.8 / 24.5
23.3 / 23.5 / 22.0
61.4 / 61.8 / 59.5
33.3 / 32.3 / 30.8
+ RL (235B / 32B / 8B)
27.3 / 26.9 / 25.0
26.6 / 26.0 / 25.5
64.1 / 63.5 / 61.0
34.8 / 35.4 / 31.8
+ Dynamic Grading (235B / 32B / 8B)
33.3 / 31.5 / 31.8
28.7 / 27.9 / 28.1
63.6 / 62.0 / 62.4
36.4 / 35.4 / 34.3
+ GAL (DYPO) (235B / 32B / 8B)
36.0 / 35.2 / 33.5
28.7 / 28.5 / 27.8
67.0 / 66.5 / 65.2
41.4 / 41.4 / 39.4
Table 3: Ablation study under different teacher strengths.
Figure 4: Left: Offline data ratio over steps. Mid: Training reward; Right: Policy entropy.
Figure 5: Gradient Norm Comparison.
Appendix figures & tables2 assets
Supplementary material from the paper’s appendix.
Appendix
Method
AIME 24
AMC
GPQA-D
DYPO (Single-Teacher)
32.8
64.2
37.5
DYPO (2-Teacher)
36.0
67.0
41.4
Appendix
Table 4: Comparison between single-teacher and multi-teacher supervision in DYPO.
α
βGAL
AIME 24
MATH-500
0.2
0.1
33.5 ± 1.4
87.6 ± 0.7
0.2
1
34.8 ± 0.9
88.5 ± 0.5
0.2
2
33.9 ± 1.2
87.9 ± 0.6
0.5
0.1
35.2 ± 0.8
88.9 ± 0.4
0.5
1
36.0 ± 1.1
89.2 ± 0.3
0.5
2
35.5 ± 1.0
88.7 ± 0.5
Appendix
Table 5: Sensitivity analysis of α and βGAL . Results are reported as mean ± standard deviation over multiple random seeds.