Expected Reasoning-Step Return Unifies On-Policy Learning from Rewards and Teachers

arXiv:2609.32674 · cs.AI · Submitted 2026-09-26 · Read on arXiv

cs.AI

Submitted: 2026-09-26

Updated: 2026-09-26

Comments: 32 pages, 10 figures

License: http://creativecommons.org/licenses/by/4.0/

The gist: On-policy reasoning models can learn from task rewards or teacher signals, but these sources differ in form and can favor conflicting updates, leaving unclear which should guide a given reasoning

Terminology

Abstract

On-policy reasoning models can learn from task rewards or teacher signals, but these sources differ in form and can favor conflicting updates, leaving unclear which should guide a given reasoning action. We introduce Expected Reasoning-Step Return (ERSR), which treats semantic reasoning steps as macro-actions and uses Monte Carlo student-policy rollouts to estimate the expected final task reward of student-generated and teacher-proposed actions in a common return space for step-level comparison. ERSR analysis reveals an outcome-dependent asymmetry: student actions are more beneficial than teacher replacements on successful trajectories, whereas teacher replacements become more beneficial on failed trajectories. We further show that student answer-probe gains track student-step ERSR utility and distinguish beneficial from harmful reasoning steps. Based on these findings, we propose Return-Referenced On-Policy Learning (R squared OPL), which reinforces student reasoning on successful trajectories and distills teacher signals on failed ones, while using group success rate for difficulty scaling and student-probe gains for step-level modulation. Experiments across reasoning benchmarks and teacher--student configurations show that R squared OPL consistently outperforms strong baselines. ERSR training dynamics further show that R squared OPL jointly exploits substantial utility from both reward- and teacher-side signals, whereas existing hybrids often leave substantial residual utility in one branch.

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