RL has emerged as a powerful paradigm for enhancing the instruction following capabilities of LLMs. While existing training recipes achieve substantial gains, we find that they suffer from exploration bias towards easy instructions when the training data has multiple instructions in a prompt. This bias is caused by two main reasons: 1) the policy model's initial ability to satisfy hard instructions is too low to trigger successful exploration during RL training, so the optimization is biased towards easy instructions; and 2) canonical RL training recipes typically employ a cumulative reward (the number of instructions fulfilled), treating all instructions equally, which biases the policy model towards fulfilling easy instructions to obtain the same amount of reward. To address these issues, we first propose two metrics to measure the exploration bias in instruction following and then introduce a two-stage framework to alleviate it: 1) Behavioral Bootstrapping, a lightweight rejection sampling fine-tuning stage before RL to activate hard instructions; and 2) Scarcity-Aware Rewards, a new RL reward function that assigns rewards to instructions based on their empirical scarcity. Experiments show that the proposed metrics are highly correlated with model performance, and our methods unleash the potential of RL training: our best models outperform the baselines by a significant margin across three verifiable instruction following benchmarks. We release codes at https://github.com/mianzhang/MulIF.
We show that on-policy reinforcement learning with verifiable rewards (RLVR) can improve the current objective while making successful behaviors for later objectives too rare to sample and reinforce. We call this verifier-induced support reshaping and define effective rewardable support as successful trajectories reachable within a fixed rollout budget. Across two model families, we study this effect through repeated verifier-scored sampling and bidirectional training on mathematical reasoning and constrained instruction following, including sequential training with the opposite verifier. Math-RLVR raises average instruction-following success but reduces the number of prompts with any successful response under repeated sampling. On IFEval with Qwen3-8B-Base, pass@1 rises by 6.5 percentage points while best@32 falls by 9.8 percentage points, and the same divergence appears across both models and IF benchmarks. Conversely, IF-RLVR shifts math responses from step-by-step openings toward direct answers, lowers best@k across sampling budgets, and reduces reward variation for later Math-RLVR. Token-distribution analyses and controlled opening interventions show that these changes concentrate in the first few response tokens. RLVR mainly reranks openings already available in the base policy, and the selected opening causally affects math searchability. The tested reference-policy constraints, routing priors, and on-policy distillation preserve cross-task support only partially; MathIF and ReasonIF show that marginal gains translate only partly into responses that are both correct and constraint-following. Therefore, endpoint improvements do not guarantee future trainability or joint capability under on-policy optimization. Code is available at https://github.com/sylvain-wei/verifier-induced-support-reshaping
A single reinforcement-learning run can produce a strong reasoner yet an incomplete teacher: it often amplifies only a subset of the valid solution modes. We argue that reinforcement learning (RL)-trained policies should therefore be viewed as local probes of a multi-basin reasoning solution manifold, rather than as globally reliable supervisors. Based on this view, we propose an expand-then-compress framework that couples teacher construction with multi-teacher policy distillation. In the expansion stage, Residual Group Relative Policy Optimization (RGRPO) trains a sequence of teachers from a common initialization and redirects each later round toward examples not yet covered by the accumulated teacher union. In the compression stage, reliability-gated Teacher-Union On-policy Distillation (TU-OPD) lets the student learn from its own response prefixes. For each example, only reliable teachers contribute, and their sampled-token OPD losses are weighted by their per-example quality. We further introduce Consensus-Residual Decomposition, which preserves a winner teacher's excess token preferences over its reliable peers, preventing specialist behavior from being suppressed during teacher aggregation. Experiments on mathematical reasoning, code generation, and instruction following show that the resulting Qwen3-1.7B student consistently outperforms the strongest individual teacher across all three domains, yielding relative improvements of 2.0%, 8.3%, and 6.9%, respectively, while retaining single-model inference. These results establish a simple but powerful principle: stronger students can be obtained not by selecting a single better teacher, but by deliberately constructing and compressing a complementary teacher union.
Reinforcement learning (RL) for non-verifiable instruction following increasingly relies on LLM judges with prompt-specific rubrics as reward signals. While recent methods adapt these rubrics to the evolving policy during training, the training prompts themselves remain static, drawn from fixed corpora. This static approach often results in a critical misalignment between prompt difficulty and policy capability, leaving the judge unable to recover a discriminative reward signal when prompts fail to elicit quality variance among rollouts. To address this misalignment, we introduce LLM-as-a-Tutor, a framework that extends the LLM's role from judge to tutor: a single model serves as an examiner that pairwise-compares policy rollouts to detect non-challenging prompts, and as a generator that appends atomic constraints to them. This append-only design monotonically raises difficulty in step with the policy's capability, producing a self-calibrating training signal without external difficulty schedules. On three complex instruction-following benchmarks, our method consistently outperforms both policy-unaware baselines and prior policy-adaptive methods that adapt rubrics or rewrite prompts, suggesting prompt adaptation as a missing axis of policy-awareness in non-verifiable RL.
Mohammad Mahdi Salmani-Zarchi, Zahra Rahimi, Heshaam Faili +1cs.LG cs.AI cs.CL
Reinforcement learning with verifiable rewards is ideal for multi-constraint instruction following, yet standard group-relative policy optimization (GRPO) becomes unstable under discrete, low-dispersion rewards, where within-group reward distributions are frequently homogeneous. We identify and formalize three pathologies of z-score group normalization in this regime: low-variance amplification, mean-centering blindness, and zero-variance collapse. To address them, we propose MDP-GRPO, which stabilizes learning through (1) multi-temperature sampling to increase reward dispersion, (2) dual-anchor advantages to restore gradients in homogeneous groups and stop mean-centering blindness, (3) prospect-theoretic shaping to bound updates and penalize violations based on Kahneman and Tversky's theory, and (4) asymmetric KL regularization. Evaluated on FollowBench, IFEval, and a curated multi-constraint dataset, MDP-GRPO outperforms standard GRPO, improving strict constraint satisfaction by up to 5.0% on Llama-3.2-3B. Our method also enables stable convergence with small group sizes while preserving general capabilities on MMLU and ARC.
Rubric-based RL is a promising route for extending reinforcement learning beyond verifiable rewards, yet existing methods optimize rubrics while treating the query distribution as fixed. We identify a structural bottleneck: rubric quality is constrained by query structure. Open-ended queries yield vague rubrics; naively narrowing them introduces fabricated references that no model can verify, so all responses fail and training receives no reward signal. We present QUBRIC, a framework that co-designs queries and rubrics. Teacher-derived key points ground the rewriting of open-ended queries into scenario-based, evaluable questions. Contrastive rubric generation then turns teacher-policy gaps into query-level criteria, and learnability filtering retains only informative query-rubric pairs for GRPO training. QUBRIC achieves a +5.5 point gain on ArenaHard over the SFT baseline. Trained only on instruction-following data, it further transfers to three held-out benchmarks spanning legal, moral, and narrative reasoning (+6.3 points on average), with improvements concentrated in reasoning-related dimensions. These results provide evidence that co-designing queries and rubrics can make rubric-based RL a practical complement to RLVR beyond strictly verifiable tasks.