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Good SFT Optimizes for SFT, Better SFT Prepares for Reinforcement Learning

The paper introduces PEAR, an SFT-stage method that uses importance sampling to reweight training losses based on the mismatch between offline data and future RL policies, thereby significantly improving downstream reinforcement learning performance on reasoning tasks compared to standard SFT.

Original authors: Dylan Zhang, Yufeng Xu, Haojin Wang, Qingzhi Chen, Hao Peng

Published 2026-05-29
📖 5 min read🧠 Deep dive

Original authors: Dylan Zhang, Yufeng Xu, Haojin Wang, Qingzhi Chen, Hao Peng

Original paper licensed under CC BY 4.0 (http://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer

The Big Idea: Training a Student for the Wrong Test

Imagine you are training a brilliant student (an AI) to solve complex logic puzzles. The training process happens in two distinct stages:

  1. Stage 1 (SFT - Supervised Fine-Tuning): The student sits in a classroom and studies a textbook filled with solved examples. They memorize the steps and try to copy the teacher's answers perfectly.
  2. Stage 2 (RL - Reinforcement Learning): The student is sent out into the real world to solve new puzzles on their own. They get immediate feedback: "Correct!" or "Wrong, try again." They learn by experimenting and adjusting their strategy based on what actually works in the moment.

The Problem:
Usually, researchers try to make the student perfect at Stage 1. They tweak the textbook lessons so the student gets the highest possible score on the practice test. They assume: "If the student is a genius at copying the textbook, they will be a genius at solving new problems later."

The Paper's Discovery:
The authors found that this assumption is often wrong.
Sometimes, a student who gets a perfect score on the textbook (the "Strong SFT" model) actually performs worse in the real world than a student who got a slightly lower score on the textbook.

Why? Because the textbook (Stage 1) and the real world (Stage 2) are different.

  • The Textbook (Behavior Policy): The examples in the book were written by a specific teacher. Sometimes, that teacher took a weird, roundabout path to the answer, or made a small mistake that the student copied.
  • The Real World (Target Policy): In Stage 2, the student has to generate their own path. If they learned to follow the teacher's weird path too rigidly, they get stuck when they need to think for themselves.

The Analogy:
Imagine a dance instructor teaching a student.

  • Standard Training: The instructor shows a move. The student practices it until they can mimic the instructor's exact footwork perfectly.
  • The Issue: The instructor's footwork might be based on their own unique body type or a specific style that doesn't work for the student's body. If the student memorizes the instructor's steps too perfectly, they might trip when they try to dance to a different song or with a different partner.
  • The Result: The student who memorized the steps perfectly (High SFT score) falls down in the competition. The student who understood the rhythm and adapted the steps (Lower SFT score, but better preparation) wins.

The Solution: PEAR (The "Future-Proof" Teacher)

The authors propose a new method called PEAR (Policy Evaluation–inspired Algorithm for Offline Learning Loss Reweighting).

Instead of just telling the student, "Copy this answer perfectly," PEAR acts like a smart coach who looks ahead.

How PEAR Works:

  1. The Coach Checks the Future: Before the student practices a specific step from the textbook, the coach asks: "If the student takes this step, will it make sense for the rest of the dance?"
  2. Reweighting the Lessons:
    • If a step in the textbook leads to a dead end (a path the student is unlikely to take in the real world), the coach says, "Don't worry too much about this part." (They lower the importance of that lesson).
    • If a step in the textbook leads to a successful outcome that the student is likely to use later, the coach says, "Focus hard on this!" (They increase the importance).

The Metaphor:
Think of the textbook as a map drawn by a tourist who got lost.

  • Standard SFT forces the student to memorize the tourist's wrong turns.
  • PEAR looks at the map and says, "This part of the tourist's path goes off a cliff. Let's ignore that part of the lesson. But this part leads to the treasure? Let's study that part twice."

The Results

The authors tested this on math problems and logic games using different AI models.

  • The Outcome: Models trained with PEAR didn't necessarily get the highest scores on the initial practice test. However, when they moved to the "Real World" (Reinforcement Learning), they improved much faster and ended up with much higher final scores.
  • The Gain: On some difficult math competitions, the PEAR-trained models improved their success rate by up to 30 percentage points compared to models trained with standard methods.

The Takeaway

"Good SFT Optimizes for SFT, Better SFT Prepares for Reinforcement Learning."

Don't just train your AI to be the best at copying the past. Train it to be ready for the future. The goal of the first stage isn't to get a perfect score on the homework; it's to build a foundation that makes the next stage of learning (the real challenge) easier and more effective. PEAR is the tool that helps the AI ignore the "bad habits" of the past so it can learn the "good habits" of the future.

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