A Few Teacher Steps Go a Long Way: Cost-Efficient On-Policy Data Augmentation for Agent Post-Training

We study on-policy distillation (OPD) for agentic tasks, where an LLM agent interacts with an environment over multiple turns and a student imitates a teacher over these multi-turn interaction histories. Fully online OPD is costly because each update requires fresh student rollouts through the environment and teacher queries at visited histories. We propose Replayed-Prefix On-Policy Distillation (ReOPD), an off-environment alternative that reuses pre-collected teacher trajectories as replayed prefixes: the student acts at selected steps, while the teacher provides dense per-step supervision without executing new environment interactions. We show that multi-turn OPD introduces a prefix trap: making histories more student-on-policy improves relevance to the student, but can query the teacher on histories where its target is unreliable. This creates a two-sided distribution shift between student occupancy and teacher reliability. ReOPD addresses this by treating multi-turn OPD as a reliability-aware prefix distribution design and implements it with a simple step-decaying sampling schedule that emphasizes early, lower-shift prefixes. Across mathematical reasoning with Python and search environments over multiple teacher and student model scales, ReOPD preserves or improves OPD-level accuracy, uses zero tool calls during student training, and is at least 4$\times$ faster per rollout than OPD. ReOPD therefore turns expensive agent-environment interaction into a reusable offline resource, enabling scalable distillation across tools, tasks, and environments.

Large language model agents operate in partially observable, long-horizon settings where obtaining supervision remains a major bottleneck. We address this by utilizing a source of supervision overlooked in existing post-training methods: unintended yet successful goals embedded within agent rollouts. Specifically, we introduce Hindsight Supervised Learning (HSL), where an auxiliary LLM reviews each completed trajectory and relabels it with all of the natural-language goals the agent actually achieved. HSL then pairs the trajectory with its relabeled goals and uses these pairs for additional fine-tuning. To mitigate suboptimality in the relabeled data, we propose two learning techniques for HSL, irrelevant-action masking and sample reweighting. Our experiments show that HSL is flexible and compatible with existing post-training pipelines. It improves both SFT and DPO, with larger gains on long-horizon tasks with more diverse goal spaces. Moreover, HSL is sample-efficient: on ALFWorld, it surpasses baselines trained on the full dataset while using only one quarter of the ground-truth demonstrations.

LLM agents often degrade over long episodes: as trajectories grow, they revisit explored states, repeat failed actions, and lose strategies that previously worked. Test-time training (TTT) offers a way to adapt model weights to the evolving task state, but existing LLM TTT methods largely adapt once to a fixed input. We study continuous TTT in multi-turn agent episodes, where each update changes the policy that generates later training text. This creates a self-training loop that helps when new trajectory information appears, but can amplify drift when the agent gets stuck and repeatedly trains on similar text. We find that update-text repetition distinguishes these regimes and introduce Agentic Test-Time Training (aTTT), a token-level reweighting method that downweights the loss on tokens appearing in repeated $n$-grams from prior updates while leaving novel tokens fully weighted. To run such updates inside live episodes, we build a concurrent serving system using vLLM's runtime LoRA API, limiting overhead to 1.9$\times$ the no-TTT cost. aTTT improves success by up to 5.0 points on ALFWorld and 4.9 points on SWE-bench Lite. The gains concentrate where models already have task competence but drift over long trajectories, suggesting that aTTT mainly preserves existing competence rather than teaching new abilities.