I may be up too late, but i am missing the logic. Are you thinking that the graduating Furman students couldn’t get jobs and that’s why they ‘had’ to go to grad school, and that attending a more vocationally oriented college might have enabled them to get jobs?
Your daughter will only “have” to go to grad school after UG if a PG degree is an important career step- such as a qualification (eg law, medicine/health, engineering) or a career marker (many teaching roles and public policy/IR roles want a Masters around 3-5 years after graduation). If it is an important part of a career, no amount of school-focus is going to change that.
I think you might be putting too much weight on the experience of self-selected group that I struggle to believe represents more than a small % of the class.
The ravages of the pandemic may also be affecting the % staying in school.
True, the Northeastern co-op program is explicitly aimed at giving students substantial work experience, but it is something of an outlier, and after that you run right into @momofboiler1’s point: the variable is more the major than the school. I have been thinking of the general-purpose colleges (leaving aside directional & tech colleges) that I know best (where I have studied or taught), and I really don’t see that difference. However, I regularly get corrected on CC, so if you have examples in mind I would be interested to hear them!