Push Your Agent: Measuring and Enforcing Quantitative Goal Persistence in Long-Horizon LLM Agents

Long-horizon language agents can make many plausible local tool calls yet fail to persist until a requested count is actually complete. We study this gap as Quantitative Goal Persistence (QGP): whether an agent keeps working until an external verifier confirms enough distinct valid items. PushBench turns this into a benchmark for repository-artifact collection and verifier-backed work units, so repeated work, duplicate submissions, false completion, and progress drift are measured directly rather than hidden behind a final success flag. In matched controller comparisons, a state-tracking retrieval controller reaches 69-78% success while eliminating duplicate submissions, and a backlog-tracking work-unit controller reaches 25-50% success in settings where standard and completion-gated controllers complete no task instances. Black-box frontier-agent evaluations with Claude Code (Sonnet 4.6) and Codex CLI (gpt-5.4) solve many 50-artifact tasks but drop to 3 out of 9 successes per condition at 100 artifacts. The results show that quantitative goals stress a different reliability requirement from local task competence: agents must maintain verified progress and stop only when the requested work is complete.

Tool Learning with Foundation Models

Humans possess an extraordinary ability to create and utilize tools, allowing them to overcome physical limitations and explore new frontiers. With the advent of foundation models, AI systems have the potential to be equally adept in tool use as humans. This paradigm, i.e., tool learning with foundation models, combines the strengths of specialized tools and foundation models to achieve enhanced accuracy, efficiency, and automation in problem-solving. Despite its immense potential, there is still a lack of a comprehensive understanding of key challenges, opportunities, and future endeavors in this field. To this end, we present a systematic investigation of tool learning in this paper. We first introduce the background of tool learning, including its cognitive origins, the paradigm shift of foundation models, and the complementary roles of tools and models. Then we recapitulate existing tool learning research into tool-augmented and tool-oriented learning. We formulate a general tool learning framework: starting from understanding the user instruction, models should learn to decompose a complex task into several subtasks, dynamically adjust their plan through reasoning, and effectively conquer each sub-task by selecting appropriate tools. We also discuss how to train models for improved tool-use capabilities and facilitate the generalization in tool learning. Considering the lack of a systematic tool learning evaluation in prior works, we experiment with 17 representative tools and show the potential of current foundation models in skillfully utilizing tools. Finally, we discuss several open problems that require further investigation for tool learning. Overall, we hope this paper could inspire future research in integrating tools with foundation models.