A mayoral panel — calling the city’s schools “as segregated as the schools of Mississippi and Alabama” — is recommending redistricting and the elimination of admission factors such as grades and attendance to “fully integrate” the system within 10 years.

Schools’ gifted-and-talented programs also should be tossed out systemwide, said the group, calling them racially and economically slanted.

“The City’s new school choice model allowed families to choose schools they perceived as the best for their children, instead of having them automatically enrolled into their neighborhood middle and high schools,” leading the facilities to be “highly segregated,” the School Diversity Advisory Group says in a report released Tuesday.

By redistricting and eliminating academic-admissions screenings and G&T programs in nearly every school in the Big Apple, the goal is that “in 10 years, every school should be representative of the city as a whole,” the report said.

In terms of redistricting, “The DOE should redraft district lines to support the long-term goal of having all schools reflect the city population,” the group wrote.

The panel — which includes top allies of both Mayor Bill de Blasio and schools Chancellor Richard Carranza – presented the recommendations in a bid to try to rectify what they describe as stark racial separation in city schools.

The new report prioritizes the near-elimination of academically screened admissions, arguing that they benefit privileged students, thus elbowing out disadvantaged kids.

“Simply put, there are better ways to educate advanced learners than most of the current ‘Screened’ and Gifted and Talented programs, which segregate students by race and socioeconomic status,” the report states. “Today they have become proxies for separating students who can and should have opportunities to learn together.”

The group wants its recommendations implemented as soon as possible, according to the report.

“The [panel] also acknowledges the urgency of this issue, as the application process to selective enrollment schools begins in the fall, and catalyzes an admissions process which in turn segregates city students,” the report states.

As early as kindergarten, families coveting spots in current gifted-and-talented programs must have their kids take an exam, with the child having to score at a minimum level to become eligible.

For the 2018 school year, 42% of gifted and talented offers went to Asians, 39% to whites, 10% to Hispanics and 8% to blacks, according to the SDAG report.

Roughly 70% of city kids are black and Hispanic.

“Black and Latinx students are underrepresented while Asian and White students are overrepresented in kindergarten G&T programs,” the report notes.

Those figures, they argue, expose an inherent injustice in the practice and warrant its abolition.

“These [current] programs segregate students by race, class, abilities and language and perpetuate stereotypes about student potential and achievement,” the report contends. “This must change and it must change with deliberate action and clear-eyed commitment to excellent schools.”

The panel, which includes de Blasio’s former chief counsel Maya Wiley as a co-chair along with several current city Education Department executives, also wants the city to remove academic screens from middle schools and most high schools.

“Exclusionary” admissions criteria include state test scores, course grades, interviews, behavior, attendance and punctuality, auditions and “demonstrated interest,” the report said.

“Exclusionary admissions models often unfairly sort students by their resources rather than interests and opportunities for developing their interests and abilities,” the report states.

The group acknowledges that a purge of screened schools and programs could spark an exodus out of the public system – making the already difficult task of integrating a heavily black and Hispanic system a near statistical impossibility.

“We also want to ensure that the New York City public schools continue to attract students from across the socioeconomic spectrum,” the report states.

“If New York City loses students to private schools or families move to other locations, it will become even more difficult to create high-quality integrated schools that serve the interests of all students.”

While the report offers limited specifics on ways to avert such a stampede, it does call for “equitable enrichment alternatives to G&T.”

In bolstering its case for integration, the group points to studies that have revealed benefits to racially and socio-economically intermingled classrooms.

“Integrated classrooms yield higher academic outcomes, stronger critical thinking skills and increased creativity,” the report states. “All students in integrated classrooms demonstrate reduced implicit biases and enhanced social-emotional well-being.”

At the high school level, the panel called for a moratorium on any more specialized high school seats. At schools that retain competitive admissions, the group called for entry criteria that ensures racially representative student bodies.

While many screened city schools are widely considered some of the most academically prestigious in the country, the report questioned the basis of those assessments.

“While many of these schools have high graduation rates and/or high standardized test scores, these statistics are not necessarily reflective of the quality of the school since many of these schools are populated by students who are considered ‘high achieving,’ ” the report states.

The panel presented a history of gifted and talented programs nationally, attributing their rise as a “competition driven response to the threat of a highly educated Soviet population.”