SRA: Selective Residual Adaptation for LLM Reasoning Enhancement

Knowledge distillation from large language models (LLMs) assumes that the teacher's output distribution is a high-quality training signal. On reasoning tasks, this assumption is frequently violated. A model's intermediate representations may encode the correct answer, yet this information is lost or distorted through the vocabulary projection, where prompt formatting and answer-token choices creates brittle, noisy outputs. We introduce \method{}, a distillation framework that bypasses this bottleneck by training lightweight probes on frozen teacher hidden states and using the probe's predictions, rather than output logits, as supervision for student training. This simple change yields consistent improvements across four reasoning benchmarks (AQuA-RAT, ARC Easy/Challenge, and MMLU), with gains most pronounced under limited data. Probes trained on intermediate representations provide cleaner labels than the teacher's own outputs, effectively denoising the distillation signal. \method{} requires no architectural changes to student or teacher, is architecture-agnostic, and adds minimal compute since probe training is cheap and teacher representations can be cached. By exploiting internal representations, \method{} enables practitioners to extract more value from large teacher models without additional training data or architectural complexity.

Distilling reasoning traces from strong large language models into smaller ones is a promising route to improve intelligence in resource-constrained settings. Existing approaches face a fundamental trade-off: offline distillation from teacher-generated traces provides high-quality, sample-efficient supervision but suffers from distributional drift: during training, the student model conditions on teacher-generated prefixes, whereas during inference the student autoregresses on self-generated prefixes, leading to compounding errors over long reasoning trajectories. Meanwhile, on-policy or self-distillation methods better match the student's inference-time distribution, but require costly online sampling and often produce low-quality traces in early training. We propose a principled offline reasoning distillation framework that preserves the efficiency and supervision quality of offline teacher-generated data while correcting teacher-student distribution drift. It adaptively emphasizes teacher supervision that is better aligned with the student's on-policy distribution. Evaluations on mathematical reasoning benchmarks of GSM8K, MATH, MATH500, and harder held-out competition-style tasks, including AMC, AIME, and OlympiadBench, show that our method improves reasoning accuracy over prior offline distillation algorithms and yields more stable reasoning traces while preserving instruction-following capabilities. Our work shows that lightweight, distribution-correction-aware training can substantially strengthen offline reasoning distillation without online rollouts.

Reasoning capabilities are critical for advancing Large Language Models, yet current approaches either require massive computational budgets or struggle to effectively distill reasoning to smaller models. Standard distillation methods rely on outcome-based rewards, failing to distinguish between sound reasoning and lucky guesses. We propose Collaborative Reasoning Distillation (CRD), a framework that enhances reasoning in compact models through three innovations: (1) interactive cross-feedback where teachers iteratively critique each other's reasoning, (2) fine-grained step-wise quality assessment capturing logical validity independent of final answers, and (3) coherence-aware step stitching that synthesizes complementary strengths. Students are trained via Reasoning Quality Optimization (RQO) with budget constraints. Our model, CRD-4B, achieves 97.3% on MATH-500 and 70.3% on AIME'25, surpassing baselines while using only 50K training examples, up to 12 times smaller than the datasets of comparable models.