Daily Papers

We present Mach-Mind-4-Flash, a 35B-parameter Mixture-of-Experts (MoE) agentic model with 3B activated parameters. Through post-training optimization alone without scaling pre-training compute, the model achieves performance on par with or surpassing that of 100B-parameter-class models. By introducing scalable agentic interaction environments for large-scale reinforcement learning, the model attains significant performance gains on real-world application tasks. Our pipeline comprises three stages: (1) a unified RL/OPD training infrastructure with dynamic multi-teacher scheduling and operator-level acceleration, delivering 17\% end-to-end training speedup; (2) multiple domain-specific RL experts trained in parallel across Reasoning, General, and Agent tracks, then fused into a single generalist via Multi-Teacher On-Policy Distillation (MOPD) -- a routed reverse-KL objective that eliminates the see-saw degradation of mixed-reward RL; (3) Hybrid Median-length Policy Optimization (HMPO), a single-stage token-efficiency method that compresses reasoning chains by 19--46\% with le0.7 percentage-point accuracy loss. Mach-Mind-4-Flash scores 92.70 on AIME'26, 82.82 on IFBench, 80.74 on Behavioral-SafetyBench, 75.80 on BFCL-v4, 72.31 on BrowseComp-zh, and 84.20 on ClawBench -- leading or matching models with 10--30times its activated size at a fraction of the inference cost.

Multi-teacher on-policy distillation (MOPD) distills several domain-expert teachers into a single student by minimizing per-domain reverse-KL divergence on the student's own rollouts. Existing approaches typically fix the per-domain data mixture before training, overlooking the fact that different domains converge at substantially different rates: some plateau early while others continue to improve throughout the training budget. A fixed mixture therefore wastes compute on fast-converging domains and undertrains slower-converging ones. To address this, we propose D^3-MOPD (Dynamic Domain ScheDuling for MOPD), a zero-overhead scheduler that repurposes the per-domain reverse-KL signal already produced during training to adapt the domain mixture online. Running asynchronously outside the training process, an off-process watcher periodically tracks each domain's KL trajectory, estimates remaining headroom and current improvement rate, and accordingly adjusts the domain sampling ratios without altering the core training loop. Our D^3-MOPD scales naturally to arbitrary numbers of domains, and the expected benefit grows as more domains introduce more diverse convergence patterns for the scheduler to exploit. On a Qwen3.6-35B-A3B student distilled from four domain-expert teachers, D^3-MOPD closes 97% of the average student-to-teacher performance gap, compared with 63% for vanilla MOPD, reaches the same peak performance with an approximately 3times reduction in rollout steps, and surpasses the specialist teachers on three of seven benchmarks.

This paper introduces SCHEDBench, a natural-language benchmark for evaluating combinatorial scheduling constraint faithfulness under surface-form variation. Grounded in canonical scheduling instances and solver-derived feasibility and optimality, SCHEDBench assesses whether large language models (LLMs) generate schedules with the same constraint-feasible behavior across varied natural-language (NL) surface forms. SCHEDBench spans 1,132 instances across job-shop scheduling problems (JSP), single and multi-mode resource-constrained project scheduling problems (RCPSP), nurse rostering/scheduling, and curriculum timetabling problems of varying difficulty. Instances are templated into natural language problems using domain-specific templates, themed entities, lexical-syntactic template rephrasing, and constraint-level surface-form variation, with reference solutions verified for feasibility and objective optimality. Across thirteen frontier and open-weight LLMs, we find that models are not reliably invariant to semantically equivalent renderings of the same scheduling problem. Surface-form variation reduces feasibility and induces above-noise shifts in per-instance hard-constraint violations on matched instances. Among the tested isolated axes, constraint reordering yields the clearest above-noise sensitivity.

Our study contributes to the scheduling and combinatorial optimization literature with new heuristics discovered by leveraging the power of Large Language Models (LLMs). We focus on the single-machine total tardiness (SMTT) problem, which aims to minimize total tardiness by sequencing n jobs on a single processor without preemption, given processing times and due dates. We develop and benchmark two novel LLM-discovered heuristics, the EDD Challenger (EDDC) and MDD Challenger (MDDC), inspired by the well-known Earliest Due Date (EDD) and Modified Due Date (MDD) rules. In contrast to prior studies that employed simpler rule-based heuristics, we evaluate our LLM-discovered algorithms using rigorous criteria, including optimality gaps and solution time derived from a mixed-integer programming (MIP) formulation of SMTT. We compare their performance against state-of-the-art heuristics and exact methods across various job sizes (20, 100, 200, and 500 jobs). For instances with more than 100 jobs, exact methods such as MIP and dynamic programming become computationally intractable. Up to 500 jobs, EDDC improves upon the classic EDD rule and another widely used algorithm in the literature. MDDC consistently outperforms traditional heuristics and remains competitive with exact approaches, particularly on larger and more complex instances. This study shows that human-LLM collaboration can produce scalable, high-performing heuristics for NP-hard constrained combinatorial optimization, even under limited resources when effectively configured.

Motivated by baterryless IoT devices, we consider the following scheduling problem. The input includes n unit time jobs J = {J_1, ldots, J_n}, where each job J_i has a release time r_i, due date d_i, energy requirement e_i, and weight w_i. We consider time to be slotted; hence, all time related job values refer to slots. Let T=max_i{d_i}. The input also includes an h_t value for every time slot t (1 leq t leq T), which is the energy harvestable on that slot. Energy is harvested at time slots when no job is executed. The objective is to find a feasible schedule that maximizes the weight of the scheduled jobs. A schedule is feasible if for every job J_j in the schedule and its corresponding slot t_j, t_{j} neq t_{j'} if {j} j', r_j leq t_j leq d_j, and the available energy before t_j is at least e_j. To the best of our knowledge, we are the first to consider the theoretical aspects of this problem. In this work we show the following. (1) A polynomial time algorithm when all jobs have identical r_i, d_i and w_i. (2) A 1{2}-approximation algorithm when all jobs have identical w_i but arbitrary r_i and d_i. (3) An FPTAS when all jobs have identical r_i and d_i but arbitrary w_i. (4) Reductions showing that all the variants of the problem in which at least one of the attributes r_i, d_i, or w_i are not identical for all jobs are NP-Hard.

We formulate and solve the H-SARA Problem, a Vehicle Routing and Appointment Scheduling Problem motivated by home services management. We assume that travel times, service durations, and customer cancellations are stochastic. We use a two-stage process that first generates teams and routes using a VRP Solver with optional extensions and then uses an MC Scheduler that determines expected arrival times by teams at customers. We further introduce two different models of cancellation and their associated impacts on routing and scheduling. Finally, we introduce the Route Fracture Metaheuristic that iteratively improves an H-SARA solution by replacing the worst-performing teams. We present insights into the problem and a series of numerical experiments that illustrate properties of the optimal routing, scheduling, and the impact of the Route Fracture Metaheuristic for both models of cancellation.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Multi-teacher on-policy distillation (MOPD) is used in two settings. In common-domain composition, several teachers score each student rollout from one prompt domain and their signals form a single target; in routed-domain distillation, prompts from different domains are assigned to the corresponding specialist. Both settings usually transfer each teacher's endpoint policy, which mixes what post-training changed with preferences inherited from the teacher's base. We introduce Δ-MOPD, which transfers each teacher's teacher-minus-base logit shift re-anchored at the student's frozen initialization, and compare it with endpoint supervision in both settings while holding teacher selection fixed. We first expose the mechanism that impedes endpoint transfer: inherited base pull can exceed the post-training shift. Removing it reduces the teacher-term norm ratio and target--student KL. Across our experiments, the results suggest that shift targets are particularly useful when teacher signals are combined at a state. With three composed teachers, Δ-MOPD exceeds endpoint composition by 4.11 Math and 1.95 five-benchmark points; with two, it matches endpoint accuracy. Under phased routing, it achieves higher mean performance in both phase orders and reduces the observed order gap from 10.50 to 6.42 points. Under interleaved routing, where each update involves one teacher, the two targets perform comparably. The phased results provide supporting evidence that the benefit may extend to signals accumulated across training phases. Target construction is thus an independent design axis in MOPD, complementary to teacher selection.

Domain experts trained from a shared checkpoint can transfer their specialized capabilities to a single student through on-policy distillation (OPD). Existing research primarily focuses on improving this merging process, while the algorithms used to train the experts have received limited systematic comparison. We investigate which training algorithm produces teachers better suited to OPD through controlled single-teacher comparisons of supervised fine-tuning (SFT) and reinforcement learning (RL) across Agentic, Reasoning, and Perception. Teachers and students share the same Qwen3.5-9B initialization, and the two teacher types are compared at similar task performance. Our experiments show that RL teachers yield stronger students and higher recovery of teacher performance gains across all three domains. At their best checkpoints, RL-guided students outperform SFT-guided students by 4.27, 1.50, and 0.86 percentage points, respectively. In Agentic, the best SFT-guided student recovers only 44.44% of its teacher's performance gain over the base model, whereas the best RL-guided student recovers 115.00%, surpassing its teacher. Our further analysis shows that RL teachers undergo smaller parameter displacements from the shared initialization than SFT teachers. These findings support the hypothesis that RL teachers' smaller departures from the student's starting point facilitate learning through OPD, resulting in stronger students.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

We study single-machine scheduling of jobs, each belonging to a job type that determines its duration distribution. We start by analyzing the scenario where the type characteristics are known and then move to two learning scenarios where the types are unknown: non-preemptive problems, where each started job must be completed before moving to another job; and preemptive problems, where job execution can be paused in the favor of moving to a different job. In both cases, we design algorithms that achieve sublinear excess cost, compared to the performance with known types, and prove lower bounds for the non-preemptive case. Notably, we demonstrate, both theoretically and through simulations, how preemptive algorithms can greatly outperform non-preemptive ones when the durations of different job types are far from one another, a phenomenon that does not occur when the type durations are known.

This paper presents a novel approach to categorization of modern workload schedulers. We provide descriptions of three classes of schedulers: Operating Systems Process Schedulers, Cluster Systems Jobs Schedulers and Big Data Schedulers. We describe their evolution from early adoptions to modern implementations, considering both the use and features of algorithms. In summary, we discuss differences between all presented classes of schedulers and discuss their chronological development. In conclusion we highlight similarities in the focus of scheduling strategies design, applicable to both local and distributed systems.

Effective multi-user delay-constrained scheduling is crucial in various real-world applications, including embodied AI, instant messaging, live streaming, and data center management, where efficient resource allocation is required among users with diverse delay sensitivities. In these scenarios, schedulers must make real-time decisions to satisfy both delay and resource constraints without prior knowledge of system dynamics, which are often time-varying and challenging to estimate. {Current learning-based methods typically require online interactions with actual systems during the training stage. Therefore, these approaches are often difficult or impractical, as they can significantly degrade system performance and incur substantial service costs.} To address these challenges, we propose a novel offline reinforcement learning-based algorithm, named Scheduling By Offline Learning with Critic Guidance and Diffusion Model (SOCD), to learn efficient scheduling policies purely from pre-collected offline data. SOCD innovatively employs a diffusion policy, complemented by a sampling-free critic network for policy guidance. By integrating the Lagrangian multiplier optimization into the offline reinforcement learning, SOCD efficiently trains high-quality constraint-aware policies exclusively from available datasets, eliminating the need for online interactions with the system. Experimental results demonstrate that SOCD is resilient to various system dynamics, including partially observable and large-scale environments, and delivers superior performance compared to existing methods.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

A major challenge in the field of education is providing review schedules that present learned items at appropriate intervals to each student so that memory is retained over time. In recent years, attempts have been made to formulate item reviews as sequential decision-making problems to realize adaptive instruction based on the knowledge state of students. It has been reported previously that reinforcement learning can help realize mathematical models of students learning strategies to maintain a high memory rate. However, optimization using reinforcement learning requires a large number of interactions, and thus it cannot be applied directly to actual students. In this study, we propose a framework for optimizing teaching strategies by constructing a virtual model of the student while minimizing the interaction with the actual teaching target. In addition, we conducted an experiment considering actual instructions using the mathematical model and confirmed that the model performance is comparable to that of conventional teaching methods. Our framework can directly substitute mathematical models used in experiments with human students, and our results can serve as a buffer between theoretical instructional optimization and practical applications in e-learning systems.

Large language models (LLMs) have become increasingly capable problem solvers, but being able to solve a problem is not the same as being able to teach it. Existing approaches to training LLMs as teachers rely on demonstrations, preference data, or predefined pedagogical criteria that specify what good teaching looks like. However, these signals are often not grounded in individual student learning outcomes, where effective teaching strategies can vary substantially across learners. To address this, we introduce Sherpa, a multi-turn reinforcement learning framework that instantiates multiple student archetypes with LLMs conditioned on distinct learning preferences and trains a teacher model to adapt its instruction by directly maximizing their learning outcomes. Teacher LLMs trained with Sherpa improve instructed students' performance across all archetypes by an average of 20.5 percentage points. Under MathTutorBench's evaluation, Sherpa raises the overall pedagogy score from 52.5% to 79.2%, indicating better teaching responses. Our human studies show that the trained teacher is preferred over the base model in 79.6% of pairwise comparisons. Together, Sherpa trains LLM teachers to adapt to diverse simulated students and become better aligned with human teachers, paving the road towards AI tutors teaching real students.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

Overlapping calendar invitations force busy professionals to repeatedly decide which meetings to attend, reschedule, or decline. We refer to this preference-driven decision process as calendar conflict resolution. Automating this decision process is crucial yet challenging. Scheduling logistics can drain hours, and human delegation often fails at scale, which motivates us to ask: Can we trust large language models (LLMs) or language agents to manage time? To enable a systematic study of this question, we introduce CalConflictBench, a benchmark for long-horizon calendar conflict resolution. In CalConflictBench, conflicts are presented to agents round-by-round over a calendar year, requiring them to infer and adapt to user preferences progressively. Our experiments show that current LLM agents perform poorly with high error rates, e.g., Qwen-3-30B-Think has an average error rate of 35%. To address this gap, we propose PEARL, a reinforcement-learning framework that (i) augments the language agent with an external preference memory that stores and updates inferred strategies (e.g., attendee priorities, topic importance, time/location preferences), and (ii) optimizes the agent with round-wise rewards that directly supervise decision correctness, ranking quality, and memory usage across rounds. Experiments on CalConflictBench show that PEARL achieves an error reduction rate of 0.76 and a 55% improvement in average error rate compared to the strongest baseline.

Social skills such as negotiation and leadership are crucial for personal and professional success in today's interconnected world. However, scalable and effective training remains a significant challenge due to the scarcity of expert coaching. In this work, we introduce SocialCoach, an LLM-powered agentic tutoring system for personalized social skill learning. SocialCoach constructs a theory-to-practice corpus of traceable strategies, cases, and practice scenarios, and uses this corpus for both scheduling and reflective tutoring. We formulate social practice personalization as cold-start, retrieval-constrained sequential practice scheduling. Given a learner profile, simulated proficiency state, and observed practice history, a policy produces structured prescriptions that are realized through corpus retrieval. To enhance scheduling effectiveness, we optimize complete pathways with trajectory-level GRPO using rubric-judge based pairwise preferences. Additionally, we instantiate the scheduling approach in a deployed platform with goal-driven practice and knowledge-grounded reflective tutoring. Finally, in the synthetic cold-start setting, experiment results show that SocialCoach achieves higher pathway-quality ratings than baselines in scheduling and tutoring quality. We also conduct human studies to demonstrate its usefulness for real-world social skill learning.

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

Distributed cloud environments hosting data-intensive applications often experience slowdowns due to network congestion, asymmetric bandwidth, and inter-node data shuffling. These factors are typically not captured by traditional host-level metrics like CPU or memory. Scheduling without accounting for these conditions can lead to poor placement decisions, longer data transfers, and suboptimal job performance. We present a network-aware job scheduler that uses supervised learning to predict the completion time of candidate jobs. Our system introduces a prediction-and-ranking mechanism that collects real-time telemetry from all nodes, uses a trained supervised model to estimate job duration per node, and ranks them to select the best placement. We evaluate the scheduler on a geo-distributed Kubernetes cluster deployed on the FABRIC testbed by running network-intensive Spark workloads. Compared to the default Kubernetes scheduler, which makes placement decisions based on current resource availability alone, our proposed supervised scheduler achieved 34-54% higher accuracy in selecting optimal nodes for job placement. The novelty of our work lies in the demonstration of supervised learning for real-time, network-aware job scheduling on a multi-site cluster.

We consider the problem of online preemptive scheduling on a single machine to minimize the total flow time. In clairvoyant scheduling, where job processing times are revealed upon arrival, the Shortest Remaining Processing Time (SRPT) algorithm is optimal. In practice, however, exact processing times are often unknown. At the opposite extreme, non-clairvoyant scheduling, in which processing times are revealed only upon completion, suffers from strong lower bounds on the competitive ratio. This motivates the study of intermediate information models. We introduce a new model in which processing times are revealed gradually during execution. Each job consists of a sequence of operations, and the processing time of an operation becomes known only after the preceding one completes. This models many scheduling scenarios that arise in computing systems. Our main result is a deterministic O(m^2)-competitive algorithm, where m is the maximum number of operations per job. More specifically, we prove a refined competitive ratio in O(m_1 cdot m_2), where m_1 and m_2 are instance-dependent parameters describing the operation size structure. Our algorithm and analysis build on recent advancements in robust flow time minimization (SODA '26), where jobs arrive with estimated sizes. However, in our setting we have no bounded estimate on a job's processing time. Thus, we design a highly adaptive algorithm that gradually explores a job's operations while working on them, and groups them into virtual chunks whose size can be well-estimated. This is a crucial ingredient of our result and requires a much more careful analysis compared to the robust setting. We also provide lower bounds showing that our bounds are essentially best possible. For the special case of scheduling with uniform obligatory tests, we show that SRPT at the operation level is 2-competitive, which is best possible.

Multi-teacher on-policy distillation (MOPD) extends on-policy distillation (OPD) by routing domain-specific data to specialized teachers, integrating their capabilities through dense token-level supervision on student-generated trajectories. However, domain routing only distinguishes the supervision sources for different domains; updates from all domains still act on shared parameters. When teachers differ substantially in response style and domain expertise, supervision that is effective in isolation may still lead to persistent gradient conflicts and capability degradation during joint optimization. To address this challenge, we propose Cross-Teacher Guarding for MOPD (Road MOPD), which introduces non-routed teachers as auxiliary cross-domain critics on the same student trajectories and coordinates multi-teacher supervision through token-level credit assignment and gradient updates. Specifically, cross-teacher-guided credit assignment uses teacher agreement to strengthen token-level corrections jointly supported by the teachers and attenuate conflicting signals; preventive multi-teacher gradient projection uses auxiliary gradients from the same trajectories to constrain potentially conflicting updates and adaptively controls projection strength to retain target-domain learning signals. In experiments, Road MOPD mitigates degradation in the disadvantaged domain, gains over 5 percentage points under high conflict, and improves overall performance in low-conflict and three-domain settings.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Learning rate schedules used in practice bear little resemblance to those recommended by theory. We close much of this theory/practice gap, and as a consequence are able to derive new problem-adaptive learning rate schedules. Our key technical contribution is a refined analysis of learning rate schedules for a wide class of optimization algorithms (including SGD). In contrast to most prior works that study the convergence of the average iterate, we study the last iterate, which is what most people use in practice. When considering only worst-case analysis, our theory predicts that the best choice is the linear decay schedule: a popular choice in practice that sets the stepsize proportionally to 1 - t/T, where t is the current iteration and T is the total number of steps. To go beyond this worst-case analysis, we use the observed gradient norms to derive schedules refined for any particular task. These refined schedules exhibit learning rate warm-up and rapid learning rate annealing near the end of training. Ours is the first systematic approach to automatically yield both of these properties. We perform the most comprehensive evaluation of learning rate schedules to date, evaluating across 10 diverse deep learning problems, a series of LLMs, and a suite of logistic regression problems. We validate that overall, the linear-decay schedule matches or outperforms all commonly used default schedules including cosine annealing, and that our schedule refinement method gives further improvements.

On-policy distillation (OPD) trains a student on the responses it generates. Existing LLM multi-teacher OPD transfers what specialists predict through their output distributions. We introduce Latent-MOPD, to our knowledge the first representation-level multi-teacher OPD method for LLMs. It integrates existing specialists through both their predictions and the hidden states used to compute them, without additional teacher training. To coordinate representation supervision from multiple specialists, we select late-layer targets according to the teacher-student relationship, bridge unequal hidden widths with a shared projection, and group updates by domain. Each teacher's supervision gradually shifts from hidden states to token predictions, with both channels using the same routed specialist. In our main same-family setting, Latent-MOPD outperforms the token-only, representation-only and uniform-averaging baselines on all nine benchmarks across math, code and logic. With the same parameter count as each teacher, the student also surpasses the per-benchmark best teacher on a majority of these benchmarks. With larger, separately developed cross-family teachers, Latent-MOPD outperforms both single-channel baselines on all benchmarks. A same-family all-layer representation-only control remains stable with domain-pure updates but collapses when teacher domains are interleaved within an update. Our results show that a single student can integrate capabilities from several specialists through both their output distributions and internal representations.

Cache partitioning techniques have been successfully adopted to mitigate interference among concurrently executing real-time tasks on multi-core processors. Considering that the execution time of a cache-sensitive task strongly depends on the cache available for it to use, co-optimizing cache partitioning and task allocation improves the system's schedulability. In this paper, we propose a hybrid multi-layer design space exploration technique to solve this multi-resource management problem. We explore the interplay between cache partitioning and schedulability by systematically interleaving three optimization layers, viz., (i) in the outer layer, we perform a breadth-first search combined with proactive pruning for cache partitioning; (ii) in the middle layer, we exploit a first-fit heuristic for allocating tasks to cores; and (iii) in the inner layer, we use the well-known recurrence relation for the schedulability analysis of non-preemptive fixed-priority (NP-FP) tasks in a uniprocessor setting. Although our focus is on NP-FP scheduling, we evaluate the flexibility of our framework in supporting different scheduling policies (NP-EDF, P-EDF) by plugging in appropriate analysis methods in the inner layer. Experiments show that, compared to the state-of-the-art techniques, the proposed framework can improve the real-time schedulability of NP-FP task sets by an average of 15.2% with a maximum improvement of 233.6% (when tasks are highly cache-sensitive) and a minimum of 1.6% (when cache sensitivity is low). For such task sets, we found that clustering similar-period (or mutually compatible) tasks often leads to higher schedulability (on average 7.6%) than clustering by cache sensitivity. In our evaluation, the framework also achieves good results for preemptive and dynamic-priority scheduling policies.

We propose Hydra-MDP, a novel paradigm employing multiple teachers in a teacher-student model. This approach uses knowledge distillation from both human and rule-based teachers to train the student model, which features a multi-head decoder to learn diverse trajectory candidates tailored to various evaluation metrics. With the knowledge of rule-based teachers, Hydra-MDP learns how the environment influences the planning in an end-to-end manner instead of resorting to non-differentiable post-processing. This method achieves the 1^{st} place in the Navsim challenge, demonstrating significant improvements in generalization across diverse driving environments and conditions. More details by visiting https://github.com/NVlabs/Hydra-MDP.

A basic unanswered question in neural network training is: what is the best learning rate schedule shape for a given workload? The choice of learning rate schedule is a key factor in the success or failure of the training process, but beyond having some kind of warmup and decay, there is no consensus on what makes a good schedule shape. To answer this question, we designed a search procedure to find the best shapes within a parameterized schedule family. Our approach factors out the schedule shape from the base learning rate, which otherwise would dominate cross-schedule comparisons. We applied our search procedure to a variety of schedule families on three workloads: linear regression, image classification on CIFAR-10, and small-scale language modeling on Wikitext103. We showed that our search procedure indeed generally found near-optimal schedules. We found that warmup and decay are robust features of good schedules, and that commonly used schedule families are not optimal on these workloads. Finally, we explored how the outputs of our shape search depend on other optimization hyperparameters, and found that weight decay can have a strong effect on the optimal schedule shape. To the best of our knowledge, our results represent the most comprehensive results on near-optimal schedule shapes for deep neural network training, to date.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Existing learning rate schedules that do not require specification of the optimization stopping step T are greatly out-performed by learning rate schedules that depend on T. We propose an approach that avoids the need for this stopping time by eschewing the use of schedules entirely, while exhibiting state-of-the-art performance compared to schedules across a wide family of problems ranging from convex problems to large-scale deep learning problems. Our Schedule-Free approach introduces no additional hyper-parameters over standard optimizers with momentum. Our method is a direct consequence of a new theory we develop that unifies scheduling and iterate averaging. An open source implementation of our method is available (https://github.com/facebookresearch/schedule_free).

Scheduling precedence-constrained tasks under shared renewable resources is central to modern computing platforms. The Resource Investment Problem (RIP) models this setting by minimizing the cost of provisioned renewable resources under precedence and timing constraints. Exact mixed-integer programming and constraint programming become impractically slow on large instances, and dynamic updates require schedule revisions under tight latency budgets. We present iScheduler, a reinforcement-learning-driven iterative scheduling framework that formulates RIP solving as a Markov decision process over decomposed subproblems and constructs schedules through sequential process selection. The framework accelerates optimization and supports reconfiguration by reusing unchanged process schedules and rescheduling only affected processes. We also release L-RIPLIB, an industrial-scale benchmark derived from cloud-platform workloads with 1,000 instances of 2,500-10,000 tasks. Experiments show that iScheduler attains competitive resource costs while reducing time to feasibility by up to 43times against strong commercial baselines.

This benchmark suite provides a comprehensive evaluation framework for assessing both individual LLMs and multi-agent systems in Real-world planning and scheduling scenarios. The suite encompasses 14 designed planning and scheduling problems that progress from basic to highly complex, incorporating key aspects such as multi-agent coordination, inter-agent dependencies, and dynamic environmental disruptions. Each problem can be scaled along three dimensions: the number of parallel planning threads, the complexity of inter-dependencies, and the frequency of unexpected disruptions requiring Real-time adaptation. The benchmark includes 14 detailed problem specifications, 15 comparison methods including Random, LPT, SPT, STPT, MPSR, DRL-Liu, GP, GEP, LSO, SPT/TWKR, DRL-Chen, DRL-Zhang, 2+ evaluation metrics, and baseline implementations using 3+ LLMs including GPT-4o, Claude-3.7, DeepSeek-R1, and 4 contemporary frameworks including LangGraph, AutoGen, CrewAI, and Swarm, enabling rigorous testing of both single-agent and multi-agent planning capabilities. Through standardized evaluation criteria and scalable complexity, this benchmark aims to be opened to public, and drive progress in developing more adaptable, robust, and scalable AI planning systems for Real-world applications.

This study presents a machine learning-assisted approach to optimize task scheduling in cluster systems, focusing on node-affinity constraints. Traditional schedulers like Kubernetes struggle with real-time adaptability, whereas the proposed continuous transfer learning model evolves dynamically during operations, minimizing retraining needs. Evaluated on Google Cluster Data, the model achieves over 99% accuracy, reducing computational overhead and improving scheduling latency for constrained tasks. This scalable solution enables real-time optimization, advancing machine learning integration in cluster management and paving the way for future adaptive scheduling strategies.

Fine-grained image recognition classifies subcategories such as bird species or car models. While state-of-the-art (SOTA) models are accurate, they are often too resource-intensive for deployment on constrained devices. Knowledge distillation addresses this by transferring knowledge from a large teacher model to a smaller student model. A key challenge is selecting the right teacher, as it heavily impacts student performance. This paper introduces a teacher selection metric, Ratio 1-2, based on teacher prediction ratios. Extensive analysis of over one thousand experiments across 3 students, 8 teachers, and 8 datasets under 4 training strategies demonstrates that our metric improves teacher selection by 18\% over previous methods, enabling small student models to achieve up to 17\% accuracy gains. Experiment codebase is available at: https://github.com/arkel23/FGIR-KD-Teacher{https://github.com/arkel23/FGIR-KD-Teacher}.

We consider the problem of fairly allocating a sequence of indivisible items that arrive online in an arbitrary order to a group of n agents with additive normalized valuation functions. We consider both the allocation of goods and chores and propose algorithms for approximating maximin share (MMS) allocations. When agents have identical valuation functions the problem coincides with the semi-online machine covering problem (when items are goods) and load balancing problem (when items are chores), for both of which optimal competitive ratios have been achieved. In this paper, we consider the case when agents have general additive valuation functions. For the allocation of goods, we show that no competitive algorithm exists even when there are only three agents and propose an optimal 0.5-competitive algorithm for the case of two agents. For the allocation of chores, we propose a (2-1/n)-competitive algorithm for n>=3 agents and a square root of 2 (approximately 1.414)-competitive algorithm for two agents. Additionally, we show that no algorithm can do better than 15/11 (approximately 1.364)-competitive for two agents.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

We consider non-clairvoyant scheduling with online precedence constraints, where an algorithm is oblivious to any job dependencies and learns about a job only if all of its predecessors have been completed. Given strong impossibility results in classical competitive analysis, we investigate the problem in a learning-augmented setting, where an algorithm has access to predictions without any quality guarantee. We discuss different prediction models: novel problem-specific models as well as general ones, which have been proposed in previous works. We present lower bounds and algorithmic upper bounds for different precedence topologies, and thereby give a structured overview on which and how additional (possibly erroneous) information helps for designing better algorithms. Along the way, we also improve bounds on traditional competitive ratios for existing algorithms.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

The MineRL competition is designed for the development of reinforcement learning and imitation learning algorithms that can efficiently leverage human demonstrations to drastically reduce the number of environment interactions needed to solve the complex ObtainDiamond task with sparse rewards. To address the challenge, in this paper, we present SEIHAI, a Sample-efficient Hierarchical AI, that fully takes advantage of the human demonstrations and the task structure. Specifically, we split the task into several sequentially dependent subtasks, and train a suitable agent for each subtask using reinforcement learning and imitation learning. We further design a scheduler to select different agents for different subtasks automatically. SEIHAI takes the first place in the preliminary and final of the NeurIPS-2020 MineRL competition.

With the development of LLMs as agents, there is a growing interest in connecting multiple agents into multi-agent systems to solve tasks concurrently, focusing on their role in task assignment and coordination. This paper explores how LLMs can effectively allocate computational tasks among multiple agents, considering factors such as cost, efficiency, and performance. In this work, we address key questions, including the effectiveness of LLMs as orchestrators and planners, comparing their effectiveness in task assignment and coordination. Our experiments demonstrate that LLMs can achieve high validity and accuracy in resource allocation tasks. We find that the planner method outperforms the orchestrator method in handling concurrent actions, resulting in improved efficiency and better utilization of agents. Additionally, we show that providing explicit information about worker capabilities enhances the allocation strategies of planners, particularly when dealing with suboptimal workers.

Request scheduling is a key challenge in large-scale clusters serving agentic large language model (LLM) workloads. An effective scheduler must preserve key-value cache (KVC) reuse across long, shared prefixes, meet token-level latency service-level objectives (SLOs), and minimize GPU resource footprint. Existing schedulers struggle to reconcile these requirements: request consolidation can sacrifice cache locality and increase prefill/decode interference, compromising both SLO attainment and resource efficiency. We present PackServe, a scheduler designed to reduce resource costs while meeting latency SLOs for agentic LLM serving. PackServe uses compact white-box models to predict latency under prefill/decode interference. Guided by these predictions, it packs requests onto fewer serving instances while preserving KVC reuse and SLO constraints, trading available latency headroom for improved per-instance throughput. Evaluation on 64 NVIDIA H20 GPUs shows that PackServe uses up to 16.8% and 24.6% fewer GPU-hours than state-of-the-art schedulers under 30-ms and 50-ms TPOT targets, respectively, while meeting the target TPOT objectives. PackServe has also been deployed in our production cluster comprising over 1000 GPUs, where it reduces the resource footprint by 34.7% compared with the original production scheduler.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Combinatorial optimization problems involving multiple agents are notoriously challenging due to their NP-hard nature and the necessity for effective agent coordination. Despite advancements in learning-based methods, existing approaches often face critical limitations, including suboptimal agent coordination, poor generalizability, and high computational latency. To address these issues, we propose Parallel AutoRegressive Combinatorial Optimization (PARCO), a reinforcement learning framework designed to construct high-quality solutions for multi-agent combinatorial tasks efficiently. To this end, PARCO integrates three key components: (1) transformer-based communication layers to enable effective agent collaboration during parallel solution construction, (2) a multiple pointer mechanism for low-latency, parallel agent decision-making, and (3) priority-based conflict handlers to resolve decision conflicts via learned priorities. We evaluate PARCO in multi-agent vehicle routing and scheduling problems where our approach outperforms state-of-the-art learning methods and demonstrates strong generalization ability and remarkable computational efficiency. Code available at: https://github.com/ai4co/parco.

Job shop scheduling problems (JSSPs) represent a critical and challenging class of combinatorial optimization problems. Recent years have witnessed a rapid increase in the application of graph neural networks (GNNs) to solve JSSPs, albeit lacking a systematic survey of the relevant literature. This paper aims to thoroughly review prevailing GNN methods for different types of JSSPs and the closely related flow-shop scheduling problems (FSPs), especially those leveraging deep reinforcement learning (DRL). We begin by presenting the graph representations of various JSSPs, followed by an introduction to the most commonly used GNN architectures. We then review current GNN-based methods for each problem type, highlighting key technical elements such as graph representations, GNN architectures, GNN tasks, and training algorithms. Finally, we summarize and analyze the advantages and limitations of GNNs in solving JSSPs and provide potential future research opportunities. We hope this survey can motivate and inspire innovative approaches for more powerful GNN-based approaches in tackling JSSPs and other scheduling problems.

Large language model (LLM) agents have exhibited strong problem-solving competence across domains like research and coding. Yet, it remains underexplored whether LLM agents can tackle compounding real-world problems that require a diverse set of tools to complete. Given a broad, heterogeneous tool repository, LLM agents must not only select appropriate tools based on task planning analysis but also strategically schedule the execution order to ensure efficiency. This paper introduces TPS-Bench to benchmark the ability of LLM agents in solving such problems that demand Tool Planning and Scheduling. TPS-Bench collects 200 compounding tasks of two difficulty levels, based on a tool repository containing hundreds of model context protocol (MCP) tools. In particular, each task is composed of multiple subtasks, such as web search, map navigation, calendar checking, etc., and each subtask can be completed by a basic tool. Our evaluation emphasizes both task completion rate and efficiency. The empirical studies on popular closed-source and open-source LLMs indicate that most models can perform reasonable tool planning, but differ in scheduling. For example, GLM-4.5 achieves an outperforming task completion rate of 64.72% with extensive sequential tool calls, hence suffering from significantly long execution time. By contrast, GPT-4o prioritizes parallel tool calls but achieves only a 45.08% completion rate. Considering reinforcement learning (RL) can be a viable way to improve the scheduling efficiency without compromising performance, we perform an initial study on Qwen3-1.7B and witness a 14% reduction in execution time alongside a 6% gain in task completion rate based on rarely 100 RL training samples. Our code is available https://github.com/hanwenxu1/mcp-agent.

Task allocation is a key combinatorial optimization problem, crucial for modern applications such as multi-robot cooperation and resource scheduling. Decision makers must allocate entities to tasks reasonably across different scenarios. However, traditional methods assume static attributes and numbers of tasks and entities, often relying on dynamic programming and heuristic algorithms for solutions. In reality, task allocation resembles Markov decision processes, with dynamically changing task and entity attributes. Thus, algorithms must dynamically allocate tasks based on their states. To address this issue, we propose a two-stage task allocation algorithm based on similarity, utilizing reinforcement learning to learn allocation strategies. The proposed pre-assign strategy allows entities to preselect appropriate tasks, effectively avoiding local optima and thereby better finding the optimal allocation. We also introduce an attention mechanism and a hyperparameter network structure to adapt to the changing number and attributes of entities and tasks, enabling our network structure to generalize to new tasks. Experimental results across multiple environments demonstrate that our algorithm effectively addresses the challenges of dynamic task allocation in practical applications. Compared to heuristic algorithms like genetic algorithms, our reinforcement learning approach better solves dynamic allocation problems and achieves zero-shot generalization to new tasks with good performance. The code is available at https://github.com/yk7333/TaskAllocation.

We propose a framework to learn to schedule a job-shop problem (JSSP) using a graph neural network (GNN) and reinforcement learning (RL). We formulate the scheduling process of JSSP as a sequential decision-making problem with graph representation of the state to consider the structure of JSSP. In solving the formulated problem, the proposed framework employs a GNN to learn that node features that embed the spatial structure of the JSSP represented as a graph (representation learning) and derive the optimum scheduling policy that maps the embedded node features to the best scheduling action (policy learning). We employ Proximal Policy Optimization (PPO) based RL strategy to train these two modules in an end-to-end fashion. We empirically demonstrate that the GNN scheduler, due to its superb generalization capability, outperforms practically favored dispatching rules and RL-based schedulers on various benchmark JSSP. We also confirmed that the proposed framework learns a transferable scheduling policy that can be employed to schedule a completely new JSSP (in terms of size and parameters) without further training.

The Unrelated Parallel Machine Scheduling Problem (UPMSP) with release dates, setups, and eligibility constraints presents a significant multi-objective challenge. Traditional methods struggle to balance minimizing Total Weighted Tardiness (TWT) and Total Setup Time (TST). This paper proposes a Deep Reinforcement Learning framework using Proximal Policy Optimization (PPO) and a Graph Neural Network (GNN). The GNN effectively represents the complex state of jobs, machines, and setups, allowing the PPO agent to learn a direct scheduling policy. Guided by a multi-objective reward function, the agent simultaneously minimizes TWT and TST. Experimental results on benchmark instances demonstrate that our PPO-GNN agent significantly outperforms a standard dispatching rule and a metaheuristic, achieving a superior trade-off between both objectives. This provides a robust and scalable solution for complex manufacturing scheduling.

When different objectives conflict with each other in multi-task learning, gradients begin to interfere and slow convergence, thereby potentially reducing the final model's performance. To address this, we introduce SON-GOKU, a scheduler that computes gradient interference, constructs an interference graph, and then applies greedy graph-coloring to partition tasks into groups that align well with each other. At each training step, only one group (color class) of tasks are activated, and the grouping partition is constantly recomputed as task relationships evolve throughout training. By ensuring that each mini-batch contains only tasks that pull the model in the same direction, our method improves the effectiveness of any underlying multi-task learning optimizer without additional tuning. Since tasks within these groups will update in compatible directions, multi-task learning will improve model performance rather than impede it. Empirical results on six different datasets show that this interference-aware graph-coloring approach consistently outperforms baselines and state-of-the-art multi-task optimizers. We provide extensive theory showing why grouping and sequential updates improve multi-task learning, with guarantees on descent, convergence, and accurately identifying what tasks conflict or align.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

On-policy distillation (OPD) transfers teacher knowledge on student-generated trajectories, but efficient sampled objectives reduce the teacher distribution to scalar credit on individual tokens. Such credit indicates whether a token should gain or lose probability, yet leaves the corresponding redistribution unspecified. We recast OPD as teacher-guided probability transport and propose RouteOPD (Routed On-Policy Distillation), which decomposes local teacher--student disagreement into student-excess sources and teacher-deficit destinations and couples them into explicit transport pairs. RouteOPD optimizes pairwise log-odds toward jointly realizable targets obtained from a bounded teacher potential, while adapting the transport budget to the concentration of teacher demand. This formulation directs updates toward teacher-preferred destinations and controls their magnitude within a single transport operator. Experiments across four teacher--student settings and four mathematical-reasoning benchmarks demonstrate that RouteOPD consistently outperforms sampled reverse-KL OPD, with improvements accompanied by higher routing fidelity and lower background leakage. These results demonstrate the effectiveness of explicitly modeling probability transport in on-policy distillation.

Multi-teacher on-policy distillation (MOPD) has emerged as a popular post-training paradigm for integrating specialized capabilities in frontier language models. Existing OPD research has primarily focused on optimizing single-task distillation through objective design, distillation scope, and teacher signal construction, whereas MOPD must aggregate multiple capabilities in shared parameters and address the resulting capability seesaw, in which improving one domain suppresses capabilities acquired from another. Inspired by the distinctive update geometry of OPD, we find that parameter updates from different tasks rapidly concentrate in their respective low-dimensional subspaces during MOPD, providing a direct geometric basis for identifying and controlling cross-task interference. We therefore propose PMOPD (Projection-based Multi-Teacher On-Policy Distillation), which constructs subspace memories from the cumulative parameter displacements of different tasks and projects both gradients and optimizer updates to remove components that interfere with protected task directions. We further develop a lightweight conflict probe to characterize task interactions and guide task ordering, together with a cycling strategy that balances subspace estimation and timely task revisitation. Experiments on representative Code, Reason, and Math tasks show that PMOPD improves every evaluated capability over MOPD, raising the average score across the three tasks by 2.54 points on Qwen2.5-7B and 2.09 points on Llama-3.1-8B. These consistent gains establish geometry-aware optimization as an effective and transferable approach to balanced multi-teacher distillation.

Recent large language models (LLMs) have tended to leverage sparsity to reduce computations, employing the sparsely activated mixture-of-experts (MoE) technique. MoE introduces four modules, including token routing, token communication, expert computation, and expert parallelism, that impact model quality and training efficiency. To enable versatile usage of MoE models, we introduce FSMoE, a flexible training system optimizing task scheduling with three novel techniques: 1) Unified abstraction and online profiling of MoE modules for task scheduling across various MoE implementations. 2) Co-scheduling intra-node and inter-node communications with computations to minimize communication overheads. 3) To support near-optimal task scheduling, we design an adaptive gradient partitioning method for gradient aggregation and a schedule to adaptively pipeline communications and computations. We conduct extensive experiments with configured MoE layers and real-world MoE models on two GPU clusters. Experimental results show that 1) our FSMoE supports four popular types of MoE routing functions and is more efficient than existing implementations (with up to a 1.42times speedup), and 2) FSMoE outperforms the state-of-the-art MoE training systems (DeepSpeed-MoE and Tutel) by 1.18times-1.22times on 1458 MoE layers and 1.19times-3.01times on real-world MoE models based on GPT-2 and Mixtral using a popular routing function.

In LLM serving, reusing the KV cache of prompts across requests is critical for reducing TTFT and serving costs. Cache-affinity scheduling, which co-locates requests with the same prompt prefix to maximize KV cache reuse, often conflicts with load-balancing scheduling that distributes requests evenly across compute instances. Existing schedulers fail to reconcile this trade-off as they operate within a single mapping space, typically applying cache-affinity routing to a subset of requests and load-balanced routing to the rest, without a unified solution to achieve both goals. To address this limitation, we propose DualMap, a dual-mapping scheduling strategy for distributed LLM serving that achieves both cache affinity and load balancing. Its key idea is to map each request to two candidate instances via two independent hash functions based on the request prompt, then intelligently select the better candidate based on current system states. This design increases the likelihood that requests with shared prefixes are co-located, while evenly dispersing distinct prefixes across the cluster via ``the power of two choices''. To make DualMap robust under dynamic and skewed real-world workloads, we incorporate three techniques: 1) SLO-aware request routing, which prioritizes cache affinity but switches to load-aware scheduling when TTFT exceeds the SLO, enhancing load balance without sacrificing cache reuse; 2) hotspot-aware rebalancing, which dynamically migrates requests from overloaded to underloaded instances, mitigating hotspots and rebalancing the system; 3) lightweight dual-hash-ring scaling, which leverages a dual-hash-ring mapping to support fast and low-overhead instance scaling without costly global remapping. Experiments on real-world workloads show that DualMap improves effective request capacity by up to 2.25times under the same TTFT SLO constraints compared with SOTA work.

Test-time scaling can improve large language model reasoning by generating and combining multiple candidate responses. In sampling-based methods, the inference budget is often described by the number of generated candidates, N. However, N tells us how many candidates are generated, not how they are executed. The same candidate budget can be produced in one batched generation call or split across several sequential calls with smaller batch sizes. We first study the effect of increasing N on reasoning accuracy using Phi-3-mini and Qwen2.5-1.5B on 500 GSM8K prompts. As expected, increasing N from 1 to 8 improves accuracy by 8.4 percentage points for Phi-3-mini and 18.4 points for Qwen2.5-1.5B. However, accuracy alone does not show the systems cost of using a larger candidate budget. We therefore fix N = 8 and compare four generation schedules: 1x8, 2x4, 4x2, and 8x1, where axb denotes a generation calls with b candidates per call. We measure latency, throughput, GPU-hours, and gross GPU-device energy while keeping the total candidate count fixed. On A100 GPUs, eight serial calls use 4.64-4.86x as much gross GPU-device energy and have 5.77-6.12x the P95 latency of one batched call with eight candidates. The same pattern appears across three independently scheduled A100 nodes per model and in short-output SciQ/V100 experiments. These results show that candidate count alone is not enough to describe the systems cost of multi-candidate test-time scaling. When candidates are independent and memory allows it, fewer generation calls with larger batch sizes are more efficient. Evaluations should therefore report not only candidate count and accuracy, but also generation schedule and GPU-level systems metrics.

Despite significant advances in optimizers for training, most research works use common scheduler choices like Cosine or exponential decay. In this paper, we study GreedyLR, a novel scheduler that adaptively adjusts the learning rate during training based on the current loss. To validate the effectiveness of our proposed scheduler, we conduct experiments on several NLP, CV, and LLM tasks with up to 7B parameters, including both fine-tuning and pre-training experiments. The results show that our approach outperforms several state-of-the-art schedulers in terms of accuracy, speed, and convergence. We also provide a theoretical analysis of the GreedyLR algorithm, including a proof of convergence and derivation of the optimal scaling factor F that maximizes the convergence rate, along with experiments to show robustness of the algorithm to realistic noisy landscapes. Our scheduler is easy to implement, computationally efficient, and could be considered a good default scheduler for training.

Constraint Programming (CP) is a declarative programming paradigm that allows for modeling and solving combinatorial optimization problems, such as the Job-Shop Scheduling Problem (JSSP). While CP solvers manage to find optimal or near-optimal solutions for small instances, they do not scale well to large ones, i.e., they require long computation times or yield low-quality solutions. Therefore, real-world scheduling applications often resort to fast, handcrafted, priority-based dispatching heuristics to find a good initial solution and then refine it using optimization methods. This paper proposes a novel end-to-end approach to solving scheduling problems by means of CP and Reinforcement Learning (RL). In contrast to previous RL methods, tailored for a given problem by including procedural simulation algorithms, complex feature engineering, or handcrafted reward functions, our neural-network architecture and training algorithm merely require a generic CP encoding of some scheduling problem along with a set of small instances. Our approach leverages existing CP solvers to train an agent learning a Priority Dispatching Rule (PDR) that generalizes well to large instances, even from separate datasets. We evaluate our method on seven JSSP datasets from the literature, showing its ability to find higher-quality solutions for very large instances than obtained by static PDRs and by a CP solver within the same time limit.

Multi-teacher on-policy distillation allows a student to learn from complementary specialists on its own trajectories. Domain-routed approaches, however, select one teacher per example and keep it fixed throughout the response. This design both depends on domain labels that mixed training corpora often lack and cannot adapt teacher selection when the expertise required changes within a trajectory. We observe that each specialist deviates more from a shared reference on in-domain prompts than on out-of-domain prompts, on average. Based on this observation, we propose TrustMOPD, which replaces example-level teacher selection with label-free, token-level supervision allocation. At each student-generated prefix, TrustMOPD measures this displacement in next-token preferences, calibrates its magnitude across teachers, and uses the resulting scores as proxies for local reliability to weight teacher-specific distillation losses. Evaluated across mathematics, code, and instruction following, TrustMOPD closes 91.5\% and 98.0\% of the overall-score gap between the initial student and oracle-routed teachers when trained on SingleCap and MultiCap, respectively, compared with 54.4\% and 54.5\% for the strongest label-free baseline in each setting. On SingleCap, it approaches label-based MOPD without using domain labels.

World-action models (WAMs) couple predictive visual modeling with action generation, typically relying on iterative denoising with a fixed denoising steps. However, manipulation tasks contain actions chunks with varying sensitivity to generation errors: critical actions require precision, while less sensitive actions allow faster generation with fewer denoising steps. Here we introduce AnyStep World Action Model, a general framework for tunable-budget prediction and scene-dependent computation allocation. Our budget-aligned teacher-trajectory distillation trains interval-conditioned flow maps using explicit frozen-teacher transitions and shared low-rank adapters, supporting action generation from one-step prediction to multi-step refinement. Building on this capability, a lightweight risk-benefit scheduler predicts teacher-curvature-based difficulty and budget-specific student-teacher fidelity from a single one-step preview, selecting the smallest budget predicted to satisfy risk-adaptive fidelity requirements. We evaluate our framework on three widely used WAMs Motus, FastWAM, and LingBotVA using RoboTwin 2.0. Our method reduces average denoising steps by 60.2%, 49.8%, and 85.28%, respectively, while maintaining baseline task success rates. In particular, our AnyStep training substantially improves model performance under a one-step denoising budget, increasing task success rates by 7.07%, 12.08%, and 8.94% on Motus, FastWAM, and LingBotVA, respectively. Experiments on six real-world manipulation tasks further validate its effectiveness.

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.

Multi-agent applications often execute complex tasks as multi-stage workflows, where each stage is an LLM call whose output becomes part of context for subsequent steps. Existing LLM serving systems largely assume homogeneous clusters with identical model replicas. This design overlooks the potential of heterogeneous deployments, where models of different sizes and capabilities enable finer trade-offs between latency and performance. However, heterogeneity introduces new challenges in scheduling across models with diverse throughput and performance. We present Chimera, a predictive scheduling system for multi-agent workflow serving on heterogeneous LLM clusters that jointly improves end-to-end latency and task performance. Chimera applies semantic routing to estimate per-model confidence scores for each request, predicts the total remaining output length of the workflow, and estimates per-model congestion using in-flight predicted token volumes for load balancing. We evaluate Chimera on representative agentic workflows for code generation and math reasoning using multiple heterogeneous LLM configurations. Across comparable settings, Chimera traces the best latency-performance frontier, reducing end-to-end latency by 1.2--2.4times and improving task performance by 8.0-9.5 percentage points on average over competitive baselines including vLLM.

Large Language Model (LLM) workloads have distinct prefill and decode phases with different compute and memory requirements which should ideally be accounted for when scheduling input queries across different LLM instances in a cluster. However existing scheduling algorithms treat LLM workloads as monolithic jobs without considering the distinct characteristics of the two phases in each workload. This leads to sub-optimal scheduling and increased response latency. In this work, we propose a heuristic-guided reinforcement learning-based intelligent router for data-driven and workload-aware scheduling. Our router leverages a trainable response-length predictor, and a novel formulation for estimating the impact of mixing different workloads to schedule queries across LLM instances and achieve over 11\% lower end-to-end latency than existing approaches.

Reinforcement Learning with Verifiable Rewards (RLVR) is a promising paradigm for enhancing the reasoning ability in Large Language Models (LLMs). However, prevailing methods primarily rely on self-exploration or a single off-policy teacher to elicit long chain-of-thought (LongCoT) reasoning, which may introduce intrinsic model biases and restrict exploration, ultimately limiting reasoning diversity and performance. Drawing inspiration from multi-teacher strategies in knowledge distillation, we introduce Adaptive Multi-Guidance Policy Optimization (AMPO), a novel framework that adaptively leverages guidance from multiple proficient teacher models, but only when the on-policy model fails to generate correct solutions. This "guidance-on-demand" approach expands exploration while preserving the value of self-discovery. Moreover, AMPO incorporates a comprehension-based selection mechanism, prompting the student to learn from the reasoning paths that it is most likely to comprehend, thus balancing broad exploration with effective exploitation. Extensive experiments show AMPO substantially outperforms a strong baseline (GRPO), with a 4.3% improvement on mathematical reasoning tasks and 12.2% on out-of-distribution tasks, while significantly boosting Pass@k performance and enabling more diverse exploration. Notably, using four peer-sized teachers, our method achieves comparable results to approaches that leverage a single, more powerful teacher (e.g., DeepSeek-R1) with more data. These results demonstrate a more efficient and scalable path to superior reasoning and generalizability. Our code is available at https://github.com/SII-Enigma/AMPO.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

The interrupting swap-allowed blocking job shop problem (ISBJSSP) is a complex scheduling problem that is able to model many manufacturing planning and logistics applications realistically by addressing both the lack of storage capacity and unforeseen production interruptions. Subjected to random disruptions due to machine malfunction or maintenance, industry production settings often choose to adopt dispatching rules to enable adaptive, real-time re-scheduling, rather than traditional methods that require costly re-computation on the new configuration every time the problem condition changes dynamically. To generate dispatching rules for the ISBJSSP problem, a method that uses graph neural networks and reinforcement learning is proposed. ISBJSSP is formulated as a Markov decision process. Using proximal policy optimization, an optimal scheduling policy is learnt from randomly generated instances. Employing a set of reported benchmark instances, we conduct a detailed experimental study on ISBJSSP instances with a range of machine shutdown probabilities to show that the scheduling policies generated can outperform or are at least as competitive as existing dispatching rules with predetermined priority. This study shows that the ISBJSSP, which requires real-time adaptive solutions, can be scheduled efficiently with the proposed machine learning method when production interruptions occur with random machine shutdowns.

Omni-modal models can handle text, images, and audio in one system, but improving all of these abilities together remains difficult. Training a single model on pooled multimodal data often fails to match models specialized for individual modalities. On-policy distillation (OPD) offers a way to combine such specialists: the student generates a response, and a teacher evaluates that same response, so the student learns directly from behaviors it actually produces. Yet using several teachers can introduce competing guidance and improve one modality at the expense of another. We present On-Policy Omni Distillation (OPOD), which routes each student response to the matching text, image, or audio teacher. OPOD keeps teacher guidance only on tokens where the teacher assigns a higher probability than the student, adjusts the influence of each modality teacher independently during training, and asks the routed teacher to assess both the final answer and whether the reasoning supports the correct answer. Across twelve benchmarks and three backbone sizes, OPOD achieves the best average score at every scale, reaching 70.8, 51.7, and 46.2 and exceeding the strongest comparator by 2.1, 1.8, and 1.7 points. On the 30B model, it outperforms both the base model and a counterpart post-trained jointly on pooled multimodal data on all twelve benchmarks, and ranks first or second on eleven even when the individual specialists are included. The specialists are discarded after training, leaving one deployable omni-modal model. These results show that coordinating modality-specific teachers is an effective way to improve a shared model while maintaining cross-modal balance.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Deep learning practitioners often operate on a computational and monetary budget. Thus, it is critical to design optimization algorithms that perform well under any budget. The linear learning rate schedule is considered the best budget-aware schedule, as it outperforms most other schedules in the low budget regime. On the other hand, learning rate schedules -- such as the 30-60-90 step schedule -- are known to achieve high performance when the model can be trained for many epochs. Yet, it is often not known a priori whether one's budget will be large or small; thus, the optimal choice of learning rate schedule is made on a case-by-case basis. In this paper, we frame the learning rate schedule selection problem as a combination of i) selecting a profile (i.e., the continuous function that models the learning rate schedule), and ii) choosing a sampling rate (i.e., how frequently the learning rate is updated/sampled from this profile). We propose a novel profile and sampling rate combination called the Reflected Exponential (REX) schedule, which we evaluate across seven different experimental settings with both SGD and Adam optimizers. REX outperforms the linear schedule in the low budget regime, while matching or exceeding the performance of several state-of-the-art learning rate schedules (linear, step, exponential, cosine, step decay on plateau, and OneCycle) in both high and low budget regimes. Furthermore, REX requires no added computation, storage, or hyperparameters.

Replay methods have shown to be successful in mitigating catastrophic forgetting in continual learning scenarios despite having limited access to historical data. However, storing historical data is cheap in many real-world applications, yet replaying all historical data would be prohibited due to processing time constraints. In such settings, we propose learning the time to learn for a continual learning system, in which we learn replay schedules over which tasks to replay at different time steps. To demonstrate the importance of learning the time to learn, we first use Monte Carlo tree search to find the proper replay schedule and show that it can outperform fixed scheduling policies in terms of continual learning performance. Moreover, to improve the scheduling efficiency itself, we propose to use reinforcement learning to learn the replay scheduling policies that can generalize to new continual learning scenarios without added computational cost. In our experiments, we show the advantages of learning the time to learn, which brings current continual learning research closer to real-world needs.

Multi-teacher on-policy distillation (M-OPD) has emerged as a promising paradigm for consolidating domain-specialized reinforcement learning (RL) experts into a single generalist student via dense, token-level reward supervision. Despite its practical success, the optimization dynamics governing multi-teacher capability integration remain poorly understood, and open, rigorously reproducible recipes are conspicuously lacking. In this work, we establish a controlled M-OPD benchmark on SmolLM3-3B-Base with oracle routing, isolating capability integration from routing ambiguity. Our investigation reveals a pronounced capability integration gap: standard M-OPD captures only 35.6% of the available headroom relative to a domain-routed oracle ensemble, with concise tasks such as instruction following suffering severe degradation and premature stagnation. Crucially, we show that this failure stems not from gradient conflict, but from a severe misallocation of the token-level optimization budget. This pathology is driven by three orthogonal factors: structural sequence-length disparities across domains, dynamic convergence drift due to non-uniform learning rates, and multi-step reward staleness from asynchronous policy updates. To resolve these imbalances, we introduce Open-MOPD, a principled framework incorporating token-share balancing, gap-aware dynamic budget allocation, and student reward refresh. Together, these mechanisms systematically restore cross-domain balance, elevating headroom recovery from 35.6% to 83.4% in a single deployable student. We fully open-source our end-to-end post-training recipe, training trajectories, and evaluation suites on an academically accessible hardware budget.

On-policy distillation (OPD) has emerged as a promising post-training technique for enhancing LLM reasoning. Under the reverse KL objective, the idealized optimum of OPD aligns the student distribution with that of the teacher. When the teacher consistently outperforms the student, this naturally suggests that OPD should yield broad improvements over the pre-OPD student. However, do such improvements extend across the entire range of test-time sampling budgets? In this work, we revisit this expectation through the lens of test-time scaling by varying the sampling budget K and evaluating performance with pass@K. Across multiple settings, we observe two distinct patterns: OPD can improve pass@K at both small and large sampling budgets, but it can also improve small-budget performance while reducing large-budget pass@K. We show one condition that guarantees such a reversal and an idealized reverse KL counterexample where it occurs even when the teacher has higher accuracy on every problem. To choose between two candidate teachers at a target sampling budget, we propose the Teacher Advantage Score at K (TAS@K), which can be computed before OPD training to predict which teacher will lead to a larger improvement in pass@K. Across three domains and thirteen benchmarks, the ordering predicted by TAS@K agrees with the observed pass@K improvements of the resulting OPD models in 83.6\% of experiments, providing a useful signal for teacher selection at the target pass@K.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

Efficient task scheduling is paramount in the Linux kernel, where the Completely Fair Scheduler (CFS) meticulously manages CPU resources to balance high utilization with interactive responsiveness. This research pioneers the use of deep learning techniques to predict the sequence of tasks selected by CFS, aiming to evaluate the feasibility of a more generalized and potentially more adaptive task scheduler for diverse workloads. Our core contributions are twofold: first, the systematic generation and curation of a novel scheduling dataset from a running Linux kernel, capturing real-world CFS behavior; and second, the development, training, and evaluation of a Long Short-Term Memory (LSTM) network designed to accurately forecast the next task to be scheduled. This paper further discusses the practical pathways and implications of integrating such a predictive model into the kernel's scheduling framework. The findings and methodologies presented herein open avenues for data-driven advancements in kernel scheduling, with the full source code provided for reproducibility and further exploration.

Large Language Models (LLMs) have demonstrated exceptional abilities in reasoning for task planning. However, challenges remain under-explored for parallel schedules. This paper introduces a novel paradigm, plan-over-graph, in which the model first decomposes a real-life textual task into executable subtasks and constructs an abstract task graph. The model then understands this task graph as input and generates a plan for parallel execution. To enhance the planning capability of complex, scalable graphs, we design an automated and controllable pipeline to generate synthetic graphs and propose a two-stage training scheme. Experimental results show that our plan-over-graph method significantly improves task performance on both API-based LLMs and trainable open-sourced LLMs. By normalizing complex tasks as graphs, our method naturally supports parallel execution, demonstrating global efficiency. The code and data are available at https://github.com/zsq259/Plan-over-Graph.

Sequential LLM agents fail on long-horizon planning with hard constraints like budgets and diversity requirements. As planning progresses and context grows, these agents drift from global constraints. We propose HiMAP-Travel, a hierarchical multi-agent framework that splits planning into strategic coordination and parallel day-level execution. A Coordinator allocates resources across days, while Day Executors plan independently in parallel. Three key mechanisms enable this: a transactional monitor enforcing budget and uniqueness constraints across parallel agents, a bargaining protocol allowing agents to reject infeasible sub-goals and trigger re-planning, and a single policy trained with GRPO that powers all agents through role conditioning. On TravelPlanner, HiMAP-Travel with Qwen3-8B achieves 52.78% validation and 52.65% test Final Pass Rate (FPR). In a controlled comparison with identical model, training, and tools, it outperforms the sequential DeepTravel baseline by +8.67~pp. It also surpasses ATLAS by +17.65~pp and MTP by +10.0~pp. On FlexTravelBench multi-turn scenarios, it achieves 44.34% (2-turn) and 37.42% (3-turn) FPR while reducing latency 2.5x through parallelization.

Large language models are increasingly used in K-12 education, but existing benchmarks mainly test exam question answering rather than understanding how curriculum knowledge is structured and visually presented. We call this capability curriculum cognition. It covers prerequisite chains, concept taxonomies, experiment-concept links, pedagogical sequencing, and visual grounding. We introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks in mathematics, physics, chemistry, and biology across primary, middle, and high school. It contains nine node types and fourteen relation types covering curriculum structure and visual grounding. From this graph, we derive K12-Bench, a 23,640-question multi-select benchmark with five task families: Ground, Prereq, Neighbor, Evidence, and Locate. We also build K12-Train, a graph-guided supervised fine-tuning corpus of 7,335 samples, including 2,267 text-only QA pairs and 5,068 multimodal VQA pairs. On K12-Bench, Gemini-3-Flash achieves only 57 percent exact match and Gemma-4-31B-IT reaches 46 percent, with Prereq and Neighbor being the hardest tasks. Our training experiments show that domain-specific supervision can reduce this gap. Under a matched 2,300-sample budget, K12-Train-Text consistently outperforms equally sized subsets of eight mainstream instruction-tuning corpora on GaokaoBench and EduEval. For vision-language models, K12-Train-Full achieves the best overall results on Gaokao-MM, MDK12-medium, and K12Vista among all compared training configurations, despite using fewer samples than the full DataFlow and WizardLM baselines. It also surpasses both text-only and multimodal-only variants, showing that textual and visual supervision are complementary. We release the graph, benchmark, training data, and complete construction pipeline.

Pipeline parallelism is one of the key components for large-scale distributed training, yet its efficiency suffers from pipeline bubbles which were deemed inevitable. In this work, we introduce a scheduling strategy that, to our knowledge, is the first to successfully achieve zero pipeline bubbles under synchronous training semantics. The key idea behind this improvement is to split the backward computation into two parts, one that computes gradient for the input and another that computes for the parameters. Based on this idea, we handcraft novel pipeline schedules that significantly outperform the baseline methods. We further develop an algorithm that automatically finds an optimal schedule based on specific model configuration and memory limit. Additionally, to truly achieve zero bubble, we introduce a novel technique to bypass synchronizations during the optimizer step. Experimental evaluations show that our method outperforms the 1F1B schedule up to 23% in throughput under a similar memory limit. This number can be further pushed to 31% when the memory constraint is relaxed. We believe our results mark a major step forward in harnessing the true potential of pipeline parallelism. We open sourced our implementation based on the popular Megatron-LM repository on https://github.com/sail-sg/zero-bubble-pipeline-parallelism.

Timestep sampling p(t) is a central design choice in Flow Matching models, yet common practice increasingly favors static middle-biased distributions (e.g., Logit-Normal). We show that this choice induces a speed--quality trade-off: middle-biased sampling accelerates early convergence but yields worse asymptotic fidelity than Uniform sampling. By analyzing per-timestep training losses, we identify a U-shaped difficulty profile with persistent errors near the boundary regimes, implying that under-sampling the endpoints leaves fine details unresolved. Guided by this insight, we propose Curriculum Sampling, a two-phase schedule that begins with middle-biased sampling for rapid structure learning and then switches to Uniform sampling for boundary refinement. On CIFAR-10, Curriculum Sampling improves the best FID from 3.85 (Uniform) to 3.22 while reaching peak performance at 100k rather than 150k training steps. Our results highlight that timestep sampling should be treated as an evolving curriculum rather than a fixed hyperparameter.

Multi-teacher on-policy distillation (MOPD) integrates specialized capabilities into a single student, but existing practice typically hard-routes each prompt to a domain-matched teacher for the entire rollout. This dependence on prompt-level domain labels restricts using unlabeled training mixtures and leaves complementary signals from other teachers unused. We introduce MOPD-Router, a framework that routes supervision over the full teacher pool at each token, without domain labels or training a separate routing model. Its plug-in interface supports different metrics for selecting and weighting teacher-specific OPD signals. Within this interface, we propose ExpertAlign, which scores each teacher by whether its correction to the student at the current token expresses the specialization that teacher acquired during post-training, and compare it against two reference metrics built on teacher confidence (Entropy) and teacher-student discrepancy (Novelty). Experiments on unlabeled and domain-labeled training mixtures under strong-to-weak and same-size distillation scenarios show that ExpertAlign achieves the strongest overall performance in all four settings. On unlabeled data, it improves the overall score by 5.88 (+12.3%) points over Mean aggregation; on domain-labeled data, it outperforms standard MOPD by 3.95 (+7.8%) points without using available domain labels. These results demonstrate token-level routing can exploit cross-domain complementary supervision, and reduce exclusive reliance on prompt-level domain assignment. Code is available at: https://github.com/TURLEing/MOPD-Router.

Language agents are increasingly deployed in complex professional workflows, with tutoring emerging as a particularly high-stakes capability that remains largely unmeasured in existing benchmarks. Effective tutor agents require more than producing correct answers or executing accurate tool calls: a robust tutor must diagnose learner state, adapt support over time, make pedagogically justified decisions grounded in educational evidence, and execute interventions within realistic learning-management systems. We introduce EduAgentBench, a source-grounded benchmark for holistically evaluating tutor agents across the full scope of teaching work. It contains 150 quality-controlled tasks across three capability surfaces: professional pedagogical judgment, situated multi-turn tutoring, and Canvas-style teaching workflow completion. Tasks are constructed through a pedagogical-insight-driven pipeline and evaluated with complementary verification signals and human review. Across a comprehensive evaluation of frontier models, our findings reveal that current models are generally capable of bounded pedagogical judgment, but still fall short of professional teaching standards in situated tutoring and autonomous teaching-workflow execution. To our knowledge, EduAgentBench is the first theory-grounded and realistic benchmark for evaluating the holistic teaching capability of tutor agents, providing a measurement foundation for developing future tutor agents that can support realistic teaching work.

We consider online scheduling on unrelated (heterogeneous) machines in a speed-oblivious setting, where an algorithm is unaware of the exact job-dependent processing speeds. We show strong impossibility results for clairvoyant and non-clairvoyant algorithms and overcome them in models inspired by practical settings: (i) we provide competitive learning-augmented algorithms, assuming that (possibly erroneous) predictions on the speeds are given, and (ii) we provide competitive algorithms for the speed-ordered model, where a single global order of machines according to their unknown job-dependent speeds is known. We prove strong theoretical guarantees and evaluate our findings on a representative heterogeneous multi-core processor. These seem to be the first empirical results for scheduling algorithms with predictions that are evaluated in a non-synthetic hardware environment.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Test-time compute scaling has emerged as a powerful paradigm for enhancing mathematical reasoning in large language models (LLMs) by allocating additional computational resources during inference. However, current methods employ uniform resource distribution across all reasoning sub-problems, creating fundamental bottlenecks where challenging sub-problems receive insufficient attention while routine operations consume disproportionate resources. This uniform allocation creates performance bottlenecks where additional computational resources yield diminishing returns. Inspired by dual-process theory, we propose SCALE (Selective Resource Allocation), a framework that selectively allocates computational resources based on sub-problem difficulty. SCALE operates through four stages: (1) problem decomposition into sequential reasoning sub-problems, (2) difficulty assessment of each sub-problem to distinguish between routine operations and computationally challenging sub-problems, (3) selective processing mode assignment between System 1 for simple sub-problems and System 2 for complex ones, and (4) sequential execution with context propagation. By concentrating resources on challenging sub-problems while processing routine operations efficiently, SCALE achieves substantial performance improvements with superior resource utilization. Extensive experiments demonstrate that SCALE significantly outperforms uniform scaling baselines, achieving accuracy improvements of up to 13.75 percentage points (57.50% to 71.25% on AIME25) while reducing computational costs by 33%-53%, representing a major advance in test-time scaling that addresses fundamental limitations of current approaches.

Preparing high-quality instructional materials remains a labor-intensive process that often requires extensive coordination among teaching faculty, instructional designers, and teaching assistants. In this work, we present Instructional Agents, a multi-agent large language model framework designed to automate end-to-end course material generation, including syllabi creation, LaTeX-based slides, lecture scripts, and assessments. Unlike prior tools focused on isolated tasks, Instructional Agents simulates role-based collaboration to ensure pedagogical coherence. The system operates in four modes: Autonomous, Catalog-Guided, Feedback-Guided, and Full Co-Pilot mode, enabling flexible control over the degree of human involvement. We evaluate Instructional Agents across five university-level courses and show that it produces high-quality instructional materials that are reviewed and refined by teaching faculty prior to use, while significantly reducing the time required to prepare classroom-ready content. By supporting institutions with limited instructional design capacity, Instructional Agents provides a scalable and cost-effective framework to democratize access to high-quality education, particularly in underserved or resource-constrained settings. The project website, including source code, is available at https://darl-genai.github. io/instructional_agents_homepage/

Distributed applications employ Kubernetes for scalable, fault-tolerant deployments over computer clusters, where application components run in groups of containers called pods. The scheduler, at the heart of Kubernetes' architecture, determines the placement of pods given their priority and resource requirements on cluster nodes. To quickly allocate pods, the scheduler uses lightweight heuristics that can lead to suboptimal placements and resource fragmentation, preventing allocations of otherwise deployable pods on the available nodes. We propose the usage of constraint programming to find the optimal allocation of pods satisfying all their priorities and resource requests. Implementation-wise, our solution comes as a plug-in to the default scheduler that operates as a fallback mechanism when some pods cannot be allocated. Using the OR-Tools constraint solver, our experiments on small-to-mid-sized clusters indicate that, within a 1-second scheduling window, our approach places more higher-priority pods than the default scheduler (possibly demonstrating allocation optimality) in over 44\% of realisable allocation scenarios where the default scheduler fails, while certifying that the default scheduler's placement is already optimal in over 19\% of scenarios. With a 10-second window, our approach improves placements in over 73\% and still certifies that the default scheduler's placement is already optimal in over 19\% of scenarios.

Mixture-of-Experts (MoE) architectures have emerged as a powerful paradigm for scaling neural networks while maintaining computational efficiency. However, standard MoE implementations rely on two rigid design assumptions: (1) fixed Top-K routing where exactly K experts are activated per token, and (2) uniform expert allocation across all layers. This paper introduces DynaMoE, a novel MoE framework that relaxes both constraints through dynamic token-level expert activation and layer-wise adaptive capacity allocation. DynaMoE introduces a principled routing mechanism where the number of active experts per token varies based on input complexity. Concurrently, the framework implements six distinct scheduling strategies for distributing expert capacity across network depth, including descending, ascending, pyramid, and wave patterns. We theoretically analyze the expressivity gains of dynamic routing and derive bounds on computational efficiency. Through extensive experiments on MNIST, Fashion-MNIST, CIFAR-10 (image classification), and Recycling-the-Web (language modeling) across multiple model scales, we demonstrate that DynaMoE achieves superior parameter efficiency compared to static baselines. Our key finding is that optimal expert schedules are task- and scale-dependent: descending schedules (concentrating capacity in early layers) outperform uniform baselines on image classification. For language modeling, optimal schedules vary by model size, descending for Tiny, ascending for Small, and uniform for Medium. Furthermore, dynamic routing reduces gradient variance during training, leading to improved convergence stability. DynaMoE establishes a new framework for adaptive computation in neural networks, providing principled guidance for MoE architecture design.

Reinforcement learning can turn one language model into several specialists, each excellent at a single skill such as mathematics, coding or following instructions, but users need one model with all of these skills. Multi-teacher on-policy distillation (MOPD) merges them by letting the specialists teach one student: the student answers each prompt, and the specialist for that prompt's domain gives feedback on every token. This routing decides which specialist teaches, but not how strongly its feedback moves the shared student. In Qwen3.5 models at three sizes, we find that MOPD's student does not beat one taught by the best single specialist and gains little of the mathematics specialist's advantage. The feedback is unbalanced: instruction-following feedback is several times more spread out than mathematics feedback and dominates the student's updates. We propose Domain-Normalized MOPD (DN-MOPD), which keeps the routing and rescales each domain's feedback by its measured spread. On six public benchmarks, DN-MOPD improves the average score over MOPD at every size, across three random seeds and under two answer-length limits, and recovers most of the lost mathematics gain. Controls with fixed domain weights show that the gain comes mainly from turning down instruction-following feedback rather than turning up mathematics alone, and that fixed weights close to those DN-MOPD measures perform comparably. Combining specialists therefore requires deciding not only which one teaches, but also how strongly its feedback counts.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

We introduce the Series-Parallel Workflow Decomposition (SP\-WD) heuristic algorithm for the Workflow Scheduling Problem (WSP) decomposition. We demonstrate that the SPWD algorithm facilitates the scheduling of large WSP instances with the hybrid D-Wave Constrained Quadratic Model solver, enabling the scheduling of instances that would otherwise exceed its capacity limitations. We also describe the accompanying execution environment used to obtain the results of the experiments with real-life workflow instances available in the WfCommons standardization initiative repository.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advancing model capabilities. We introduce StudentBench, a suite of AI teaching evaluations and a public platform that enables large-scale data collection with over 175,000 student-AI messages to study whether large language models (LLMs) produce learning gains equivalent to human tutoring. Using StudentBench, we measured learning gains on Quantitative and Verbal GRE questions across 2,383 human participants receiving AI tutoring, human tutoring, or no tutoring. We establish that AI tutoring is statistically equivalent to expert human tutoring for GRE learning gains (p = .015), and in five of the seven GRE domains, the best performing AI tutor surpassed the human tutor, on average. In a second study, expert human tutors compared LLM-generated lesson plans and practice problems through 2,028 pairwise rubric evaluations. Together, the two studies clearly separate AI tutors across: (1) lesson planning, (2) practice-problem creation, (3) conversational pedagogy, (4) cost, and (5) engagement. Surprisingly, one AI tutor achieved learning gains equivalent to human tutoring (p = .044) at 918 times lower cost (USD 0.0052 for AI versus USD 4.81 for human, per percentage point gained). For Quantitative GRE sessions, faster AI replies correlated with more student messages, more messages with more correct practice, and more correct practice with larger learning gains (all p < .002). The StudentBench platform is freely available at https://studentbench.org.

Using Reinforcement Learning with Verifiable Rewards (RLVR) to optimize Large Language Models (LLMs) can be conceptualized as progressively editing a query's `Reasoning Tree'. This process involves exploring nodes (tokens) and dynamically modifying the model's policy at each node. When combined with data scheduling, this process yields further gains in data efficiency and accuracy. However, existing RLVR data scheduling methods typically rely on path-based metrics to rank queries, overlooking the reasoning tree structures of these queries. In this paper, we introduce a novel metric, namely Reasoning Score (r-score), which measures the query's learning difficulty based on the structure of its reasoning tree. Based on the r-score, we propose the Reasoning Tree Schedule (Re-Schedule), a scheduling algorithm that constructs a curriculum progressing from structurally simple (high r-score) to complex (low r-score) queries. Experiments on six math-reasoning benchmarks show that Re-Schedule significantly improves average accuracy, achieving gains of up to 3.2%. These strong results validate our approach and demonstrate that a structural understanding of the reasoning tree provides a more powerful and principled foundation for RLVR data scheduling.

Recurrent neural networks (RNNs) in the brain and in silico excel at solving tasks with intricate temporal dependencies. Long timescales required for solving such tasks can arise from properties of individual neurons (single-neuron timescale, tau, e.g., membrane time constant in biological neurons) or recurrent interactions among them (network-mediated timescale). However, the contribution of each mechanism for optimally solving memory-dependent tasks remains poorly understood. Here, we train RNNs to solve N-parity and N-delayed match-to-sample tasks with increasing memory requirements controlled by N by simultaneously optimizing recurrent weights and taus. We find that for both tasks RNNs develop longer timescales with increasing N, but depending on the learning objective, they use different mechanisms. Two distinct curricula define learning objectives: sequential learning of a single-N (single-head) or simultaneous learning of multiple Ns (multi-head). Single-head networks increase their tau with N and are able to solve tasks for large N, but they suffer from catastrophic forgetting. However, multi-head networks, which are explicitly required to hold multiple concurrent memories, keep tau constant and develop longer timescales through recurrent connectivity. Moreover, we show that the multi-head curriculum increases training speed and network stability to ablations and perturbations, and allows RNNs to generalize better to tasks beyond their training regime. This curriculum also significantly improves training GRUs and LSTMs for large-N tasks. Our results suggest that adapting timescales to task requirements via recurrent interactions allows learning more complex objectives and improves the RNN's performance.

This paper introduces Dodoor, an efficient randomized decentralized scheduler designed for task scheduling in modern data centers. Dodoor leverages advanced research on the weighted balls-into-bins model with b-batched setting. Unlike other decentralized schedulers that rely on real-time probing of remote servers, Dodoor makes scheduling decisions based on cached server information, which is updated in batches, to reduce communication overheads. To schedule tasks with dynamic, multidimensional resource requirements in heterogeneous cluster, Dodoor uses a novel load score to measure servers' loads for each scheduled task. This score captures the anti-affinity between servers and tasks in contrast to the commonly used heuristic of counting pending tasks to balance load. On a 101-node heterogeneous cluster, Dodoor is evaluated using two workloads: (i) simulated Azure virtual machines placements and (ii) real serverless Python functions executions in Docker. The evaluation shows that Dodoor reduces scheduling messages by 55--66% on both workloads. Dodoor can also increase throughput by up to 33.2% and 21.5%, reduce mean makespan latency by 12.1% and 7.2%, and improve tail latency by 21.9% and 24.6% across the two workloads.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

Cloud computing is an attractive technology for providing computing resources over the Internet. Task scheduling is a critical issue in cloud computing, where an efficient task scheduling method can improve overall cloud performance. Since cloud computing is a large-scale and geographically distributed environment, traditional scheduling methods that allocate resources in a centralized manner are ineffective. Besides, traditional methods are difficult to make rational decisions timely when the external environment changes. This paper proposes a decentralized BDI (belief-desire-intention) agent-based scheduling framework for cloud computing. BDI agents have advantages in modelling dynamic environments because BDI agents can update their beliefs, change desires, and trigger behaviours based on environmental changes. Besides, to avoid communication stuck caused by environmental uncertainties, the asynchronous communication mode with a notify listener is employed. The proposed framework covers both the task scheduling and rescheduling stages with the consideration of uncertain events that can interrupt task executions. Two agent-based algorithms are proposed to implement the task scheduling and rescheduling processes, and a novel recommendation mechanism is presented in the scheduling stage to reduce the impact of information synchronization delays. The proposed framework is implemented by JADEX and tested on CloudSim. The experimental results show that our framework can minimize the task makespan, balance the resource utilization in a large-scale environment, and maximize the task success rate when uncertain events occur.

The problem of fair multi-agent coordination in decentralized settings is one of the most pressing challenges for building efficient collaborative systems. Resource allocation is based on optimized collective arrangements accounting for agents' needs. Such coordination should not only be computationally efficient but also account for fairness, i.e., equitable redistribution of costs incurred by all agents. Recent literature has proposed several algorithms that efficiently determine optimal plan combinations balancing system-wide efficiency and individual discomfort of agents in a centralized setting. However, these works do not address equitable resource optimization in fully decentralized scenarios, specifically, the optimized redistribution of discomfort among coordinating agents so that none experiences a discomfort level that could lead to loss of incentive or polarization that can disrupt planned operations. In this work, we study the problem of optimizing three objectives: (i) system-wide efficiency, (ii) individuals' comfort and (iii) fairness (i.e., balancing of incurred discomfort costs) in decentralized multi-agent coordination. We design a novel model to optimize those three orthogonal objectives, without any substantial increase in communication and computational overhead. Through experiments on two real-world datasets, we validate the model and demonstrate that it can achieve fairer optimization outcomes, while satisfying agents' preferences and system goals.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

On-policy distillation (OPD) trains compact language agents with teacher feedback on student-generated trajectories. In multi-turn tasks, compounding errors can move students beyond the teacher's effective supervision. We introduce Graph-Conditioned On-Policy Agent Distillation (GC-OPD), which enriches an off-the-shelf teacher's scoring context with execution evidence. A graph indexes repeated teacher executions by shared states while preserving complete successful and failed histories. After each student episode, GC-OPD retrieves current-state references or historical alternatives and combines them with student hindsight to score the original thought-action tokens. Using the same original teachers, GC-OPD improves mean success over vanilla OPD from 24.70% to 48.78% on ScienceWorld (4B student), from 53.36% to 85.26% on ALFWorld Unseen, and from 29.10% to 37.65% on WebShop. At matched student sizes, it also achieves higher mean success than every evaluated OPD baseline using GRPO-trained teachers on ScienceWorld and ALFWorld; the strongest such ScienceWorld 4B baseline reaches 46.66%. GC-OPD requires no task-specific teacher optimization.

On-policy distillation (OPD) trains student agents through teacher supervision on their own interactions with an environment. However, in asynchronous multi-turn training, arrival-order batching can allow a few early or long rollouts to dominate learner updates while other valid rollouts become stale before being used, wasting already-generated experience. To address this problem, we introduce DivOPD, a simple learner-side batch-selection method that spreads a fixed turn budget across more rollouts and, within each rollout, prioritizes turns with larger cumulative teacher-student disagreement. Turns without usable teacher feedback are excluded. The per-turn loss and optimizer remain fixed; selection only changes which student-visited turns receive training weight. For no-progress rollouts, an optional extension briefly hands control to the teacher before returning it to the student. Across six teacher-student settings on the simulated ALFWorld, ScienceWorld, and WebShop benchmarks, with 1.5B-7B students, DivOPD raises cross-setting mean peak success rate from 77.4 to 84.4 and mean success over the last five evaluations from 71.5 to 78.6. It reaches all reported setting-specific targets with geometric-mean speedups of 1.84x in training tokens and 1.87x in learner GPU time relative to vanilla OPD. Teacher intervention further raises this last-five mean to 82.4 while retaining about 1.7x learner-GPU speedup over vanilla OPD. Code will be released at https://github.com/HanyangWang0418-oss/DivOPD.

AI agents execute tens to hundreds of chained LLM calls per task, yet GPU schedulers treat each call as independent, discarding gigabytes of intermediate state between steps and inflating end-to-end latency by 3-8x. We argue that this request-level abstraction is fundamentally mismatched to compound AI workloads, and propose a shift to program-level scheduling: treating the entire agent workflow (not individual inference calls) as the first-class schedulable unit. We present SAGA, a distributed scheduler that implements this abstraction through three mechanisms: (1) Agent Execution Graphs that capture workflow structure to predict KV cache reuse across tool-call boundaries, achieving within 1.31x of Bélády's optimal offline policy; (2) session-affinity batching with work stealing that co-locates correlated requests while maintaining global load balance; and (3) Agent Fair Share, a task-completion-time fairness metric with provable bounded-deviation guarantees. On a 64-GPU cluster serving SWE-bench coding agents and WebArena browser tasks, SAGA reduces task completion time by 1.64x (geometric mean, p < 0.001) over vLLM v0.15.1 with prefix caching and affinity routing, while improving GPU memory utilization by 1.22x and achieving 99.2% SLO attainment under multi-tenant interference. These latency gains come at a quantified cost: approximately 30% lower peak throughput than throughput-optimal batch scheduling, a tradeoff appropriate for the latency-sensitive interactive deployments that dominate compound AI usage. Our results demonstrate that workflow-aware scheduling is essential for efficient compound AI serving.

Offline MARL increasingly relies on generative policies to model multimodal joint behavior, typically by distilling a centralized teacher into decentralized one-step actors under the CTDE. We identify a failure mode at the teacher training stage: standard flow-based teachers pair noise with replay targets independently, so nearby noise samples can be routed toward conflicting coordination modes. The teacher then produces samples between valid modes, and because the distillation loss regresses each local actor onto the conditional mean of the teacher's output given local input, this error is not absorbed but propagated to the student. To remove this teacher-side artifact, we propose Mode-Support Semi-Discrete Optimal Transport (MoSDOT), which summarizes multimodal replay into a finite mode support with prescribed capacities and uses conditional semi-discrete optimal transport to assign each noise sample to a single mode before teacher training. We additionally study a shared-randomness variant that uses a shared noise component at execution to expose the residual gap intrinsic to strict-product execution. On controlled diagnostics and offline MARL benchmarks, MoSDOT improves endpoint quality and routing consistency, particularly on datasets exhibiting multimodal joint behavior.

Modern industry-scale data centers need to manage a large number of virtual machines (VMs). Due to the continual creation and release of VMs, many small resource fragments are scattered across physical machines (PMs). To handle these fragments, data centers periodically reschedule some VMs to alternative PMs, a practice commonly referred to as VM rescheduling. Despite the increasing importance of VM rescheduling as data centers grow in size, the problem remains understudied. We first show that, unlike most combinatorial optimization tasks, the inference time of VM rescheduling algorithms significantly influences their performance, due to dynamic VM state changes during this period. This causes existing methods to scale poorly. Therefore, we develop a reinforcement learning system for VM rescheduling, VM2RL, which incorporates a set of customized techniques, such as a two-stage framework that accommodates diverse constraints and workload conditions, a feature extraction module that captures relational information specific to rescheduling, as well as a risk-seeking evaluation enabling users to optimize the trade-off between latency and accuracy. We conduct extensive experiments with data from an industry-scale data center. Our results show that VM2RL can achieve a performance comparable to the optimal solution but with a running time of seconds. Code and datasets are open-sourced: https://github.com/zhykoties/VMR2L_eurosys, https://drive.google.com/drive/folders/1PfRo1cVwuhH30XhsE2Np3xqJn2GpX5qy.

Efficient scheduling of LLM inference tasks is essential for achieving low latency and high throughput, particularly with the growing use of reasoning-capable LLMs. Traditional strategies like First-Come-First-Serve (FCFS) often suffer from Head-of-Line (HOL) blocking, where long-running tasks delay shorter ones queued behind them. In this paper, we introduce PARS, a prompt-aware LLM task scheduler that improves serving efficiency by approximating shortest-job-first (SJF) scheduling through pairwise ranking with margin ranking loss. PARS focuses on impactful scheduling decisions and is seamlessly integrated into the state-of-the-art LLM serving system vLLM. It effectively predicts response-length-based task ordering, reducing latency with minimal overhead. Extensive experiments across multiple LLMs and real-world inference datasets show that PARS significantly improves performance, including for reasoning workloads. Furthermore, our cross-model evaluations demonstrate that the design generalizes well, enabling effective scheduling even when predictors are trained on different LLMs.

Inspired by human learning, researchers have proposed ordering examples during training based on their difficulty. Both curriculum learning, exposing a network to easier examples early in training, and anti-curriculum learning, showing the most difficult examples first, have been suggested as improvements to the standard i.i.d. training. In this work, we set out to investigate the relative benefits of ordered learning. We first investigate the implicit curricula resulting from architectural and optimization bias and find that samples are learned in a highly consistent order. Next, to quantify the benefit of explicit curricula, we conduct extensive experiments over thousands of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random-curriculum -- in which the size of the training dataset is dynamically increased over time, but the examples are randomly ordered. We find that for standard benchmark datasets, curricula have only marginal benefits, and that randomly ordered samples perform as well or better than curricula and anti-curricula, suggesting that any benefit is entirely due to the dynamic training set size. Inspired by common use cases of curriculum learning in practice, we investigate the role of limited training time budget and noisy data in the success of curriculum learning. Our experiments demonstrate that curriculum, but not anti-curriculum can indeed improve the performance either with limited training time budget or in existence of noisy data.

Post-training alignment determines the reasoning and human preference following capabilities of large language models, yet most existing works withhold detailed data construction, filtering rules and training recipes, which hinders community reproducibility and lightweight model optimization. This work presents NebulaExp, a fully transparent, ablation-driven post-training pipeline built on Qwen3-8B-base, covering two orthogonal model branches: general instruct model and complex reasoning-specialized model. We curate a raw corpus of 3.84M multi-source SFT samples and a 200K verifiable RL candidate pool, and design an end-to-end data processing stack including response distillation, multi-dimensional cross-verification filtering, fine-grained difficulty grading, task classification and diversity-aware sampling. For the Instruct branch, our three-stage optimized supervised fine-tuning approach NebulaExp-Ins-SFT improves the average benchmark score from the 55.01 baseline of Qwen3-8B-nothink to 60.99. GRPO reinforcement learning then further elevates the average score to 61.85. For the Reasoning branch, medium-difficulty GRPO RL improves average reasoning score from 73.88 to 75.17. To address RL's dependency on task verifiers, we systematically investigate single-teacher and multi-teacher OPD (MOPD): utilizing merely 4K instruction-following samples and outperforms RL baseline by 3.26 points on IFEval with +4.43 average overall gain; MOPD fuses four domain-specialist teachers with merely 10K samples, lifting average performance by 4.18 over the base model. This report provides a fully reproducible empirical post-training recipe for 8B-scale LLMs, and comprehensively dissects the capability trade-offs among instruction adherence, mathematical reasoning, code generation and general knowledge.

Modern large language models (LLMs) rely on reinforcement learning to build strong capabilities in individual domains, but integrating those capabilities into a single deployable model remains challenging. By routing each sample to the teacher whose domain matches it, existing approaches let a domain label decide which teacher provides supervision. However, domain expertise holds only on average: the matched teacher is not always correct on a given sample, while a teacher from another domain sometimes is. The reliable teacher therefore has to be identified per sample, not per domain. In this paper, we introduce Multi-Teacher Self-Distillation Policy Optimization (MT-SDPO), an on-policy distillation method that unifies several frozen teachers into one student model. MT-SDPO consists of three components: (1) self-anchors, where a rollout is supervised by a correct rollout from its own group; (2) answer-verified eligibility, where a teacher may supervise a sample only if its own answer passes a verifier; and (3) privileged distillation, which merges the anchor and all verified feedback into one context that an exponential moving average self-teacher reads and the student does not, thereby keeping one policy at deployment. Across five students from three model families, MT-SDPO lifts the weakest domain of Qwen3-8B by 14.79 points and narrows its domain gap by 74.7%, a better balance than serving one matched teacher per domain. Verified reliability, not domain membership, should decide who teaches. Code is available at https://github.com/hexixiang/MT-SDPO.

Production scheduling is highly susceptible to dynamic disruptions, such as variations in processing times, machine availability, and unexpected task insertions. Conventional approaches typically rely on event-specific models and explicit analytical formulations, which limits their adaptability and generalization across previously unseen disturbances. To overcome these limitations, this paper proposes DScheLLM, a dynamic scheduling approach that leverages fine-tuned large language models within a dual-system (fast-slow) reasoning architecture to address disturbances of different scales. A unified large language model-based framework is constructed to handle dynamic events, where training datasets for both fast and slow reasoning modes are generated using exact schedules obtained from an operations research solver. The Huawei OpenPangu Embedded-7B model is subsequently fine-tuned under the hybrid reasoning paradigms using LoRA. Experimental evaluations on standard job shop scheduling benchmarks demonstrate that the fast-thinking mode can efficiently generate high-quality schedules and the slow-thinking mode can produce solver-compatible and well-formatted decision inputs. To the best of our knowledge, this work represents one of the earliest studies applying large language models to job shop scheduling in dynamic environments, highlighting their considerable potential for intelligent and adaptive scheduling optimization.

Multi-Agent Deep Reinforcement Learning (MADRL) has emerged as a powerful tool for optimizing decentralized decision-making systems in complex settings, such as Dynamic Spectrum Access (DSA). However, deploying deep learning models on resource-constrained edge devices remains challenging due to their high computational cost. To address this challenge, in this paper, we present a novel sparse recurrent MARL framework integrating gradual neural network pruning into the independent actor global critic paradigm. Additionally, we introduce a harmonic annealing sparsity scheduler, which achieves comparable, and in certain cases superior, performance to standard linear and polynomial pruning schedulers at large sparsities. Our experimental investigation demonstrates that the proposed DSA framework can discover superior policies, under diverse training conditions, outperforming conventional DSA, MADRL baselines, and state-of-the-art pruning techniques.

The most popular framework for distributed training of machine learning models is the (synchronous) parameter server (PS). This paradigm consists of n workers, which iteratively compute updates of the model parameters, and a stateful PS, which waits and aggregates all updates to generate a new estimate of model parameters and sends it back to the workers for a new iteration. Transient computation slowdowns or transmission delays can intolerably lengthen the time of each iteration. An efficient way to mitigate this problem is to let the PS wait only for the fastest n-b updates, before generating the new parameters. The slowest b workers are called backup workers. The optimal number b of backup workers depends on the cluster configuration and workload, but also (as we show in this paper) on the hyper-parameters of the learning algorithm and the current stage of the training. We propose DBW, an algorithm that dynamically decides the number of backup workers during the training process to maximize the convergence speed at each iteration. Our experiments show that DBW 1) removes the necessity to tune b by preliminary time-consuming experiments, and 2) makes the training up to a factor 3 faster than the optimal static configuration.

Through the collaboration of multiple LLM-empowered agents possessing diverse expertise and tools, multi-agent systems achieve impressive progress in solving real-world problems. Given the user queries, the meta-agents, serving as the brain within multi-agent systems, are required to decompose the queries into multiple sub-tasks that can be allocated to suitable agents capable of solving them, so-called agent-oriented planning. In this study, we identify three critical design principles of agent-oriented planning, including solvability, completeness, and non-redundancy, to ensure that each sub-task can be effectively resolved, resulting in satisfactory responses to user queries. These principles further inspire us to propose AOP, a novel framework for agent-oriented planning in multi-agent systems, leveraging a fast task decomposition and allocation process followed by an effective and efficient evaluation via a reward model. According to the evaluation results, the meta-agent is also responsible for promptly making necessary adjustments to sub-tasks and scheduling. Besides, we integrate a feedback loop into AOP to further enhance the effectiveness and robustness of such a problem-solving process. Extensive experiments demonstrate the advancement of AOP in solving real-world problems compared to both single-agent systems and existing planning strategies for multi-agent systems. The source code is available at https://github.com/lalaliat/Agent-Oriented-Planning

Small LLMs often struggle to match the agentic capabilities of large, costly models. While reinforcement learning can help, progress has been limited by two structural bottlenecks: existing open-source agentic training data are narrow in task variety and easily solved; real-world APIs lack diversity and are unstable for large-scale reinforcement learning rollout processes. We address these challenges with SYNTHAGENT, a framework that jointly synthesizes diverse tool-use training data and simulates complete environments. Specifically, a strong teacher model creates novel tasks and tool ecosystems, then rewrites them into intentionally underspecified instructions. This compels agents to actively query users for missing details. When handling synthetic tasks, an LLM-based user simulator provides user-private information, while a mock tool system delivers stable tool responses. For rewards, task-level rubrics are constructed based on required subgoals, user-agent interactions, and forbidden behaviors. Across 14 challenging datasets in math, search, and tool use, models trained on our synthetic data achieve substantial gains, with small models outperforming larger baselines.

Large language model agents increasingly solve long-horizon tasks through multi-agent harnesses in which a central agent coordinates specialized sub-agents, tools, and environments. Training the central policy in such a harness raises two challenges. First, an action label is a low-cardinality decision, whereas its args form a high-dimensional conditional sequence; optimizing both with a shared sequence-level signal can produce conflicting gradients. Second, dynamic scheduling creates interdependent sessions with branches, parallel calls, and rewritten contexts, which cannot be faithfully reduced to one flat token sequence. We introduce Harness-RL, a structured reinforcement learning framework that combines Conflict-Aware Policy Optimization (CAPO) with interface-level black-box trajectory construction. The black-box component captures Interface Call Records, builds per-session prefix trees, and aligns outcome and process rewards with trainable tokens. CAPO uses forward activations to identify parameter partitions associated with action and args tokens, then routes their policy gradients to the corresponding subspaces. Harness-RL supports both central-only and joint multi-agent training. Across seven multi-hop question answering and agentic retrieval benchmarks, it reaches average F1 scores of 42.93 and 47.79 with Qwen2.5-1.5B and Qwen2.5-3B, respectively, while ablations validate the contribution of CAPO and favor central-only optimization in the evaluated setting. Our code is available at https://github.com/jiangxinke/Harness-RL.